Contrasting Paths to Small-school Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation’s National High Schools Initiative.

Shear, L., Means, B., Mitchell, K., House, A., Gorges, T., Joshi, A., Smerdon, B., & Shkolnik, J. (2008). Contrasting paths to small-school reform: Results of a 5-year evaluation of the Bill & Melinda Gates Foundation’s national high schools initiative. Teachers College Record, 110(9).

Summary: This article reports the results of a five-year study on the Bill & Melinda Gates' Foundation's efforts to bring about small school reform in U.S. high schools. Specifically, the researchers examined two strategies that the foundation used: starting new small high schools and converting larger schools into smaller communities. Data indicate that the new small schools produced positive attendance rates and some (limited) student achievement increases, whereas the converted schools showed no evidence of these positive results, at least not within the timeframe allotted for the study. These results might be explained by the finding that the new schools were able to build strong and supportive school climates more quickly than the converted schools.


Evaluation: To collect their data, the researchers used a variety of strategies. They gathered surveys of teachers, students, and school leaders. They also conducted case study visits that allowed the researchers to collect qualitative data. The researchers also examined teacher-created assignments and accompanying student work samples. Finally, they studied district attendance records and standardized test data. This article would be of use to anyone interested in the promise and limitations of the small schools movement. For follow-up studies, the researchers should focus on achievement results beyond standardized test scores and examine more closely the curriculum and instruction taking place in these schools.

Reflection: I found this article fascinating because I am interested in building my own small school. This article suggests that changes or innovations in school structure are likely to lead to changes in school climate but don't necessarily translate into dramatic gains in student achievement. School leaders need to focus not just on how their schools are structured but also on what is happening inside the classroom at the curriculum and instruction level. Structural changes alone do not bring about school reform.

Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards.

Levy, Holli M. "Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards." The Clearing House 81.4 (2008): 161+.

Summary: The main focus of this article is differentiation. The author provides a small definition or explanation of the various aspects of differentiation. She begins her article with a hypothetical description of an average classroom population. She goes on to discuss the importance of upholding standards for all students, and explains the function of differentiation in the classroom.

Levy briefly discusses the concept of “Content, Process, Product,” and iterates that differentiation can be on any of these three aspects.

She also incorporates the many various levels of grouping strategies that may be effective as you attempt to organize your classroom in a way that supports the needs of your unique learners. These groupings include: ability, learning styles, and interest.

Analysis: Although Levy succinctly highlights the different ways one can differentiate, I did not feel enlightened about how to use this in my classroom when she had concluded. Many phrases like, “Teachers can use tiered lessons,” leave you with the question, Oh, really? How? Nevertheless, if you are looking for a quick overview of the various aspects of differentiation, this would be a good resource. I could imagine this serving as a good article to begin a discussion on differentiation, as the author does define each term efficiently.

Case Against Using Letter Grades

Kohn, Alfie. "From Degrading to De-Grading." High School Magazine, March 1999. http://www.alfiekohn.org/teaching/fdtd-g.htm

In this article, Kohn makes a case against using letter grades in schools. He expresses that the arguments for grades as necessary for student motivation are incorrect. Grades should not be used as bribes or "...an instrument of control..." (5) because they do not really tell us "...about what a student can do, what she understands, where she needs help." (2) Instead, students should be motivated by the work for "...what matters is how students are motivated. It is the type of motivation that counts, not the amount." (4) For if the students are motivated by grades, then they will choose the option that allows them to achieve the better grade not more knowledge. He suggests that instead of using grades, teachers should devise criteria for excellence with their students and use these as discussion points with the students when evaluating the work. One alternative to grades is for students to receive written comments from the teacher about the work or have student-lead conferences. In short, Kohn feels that the way students are evaluated should change so that it is not a competition.

This article made some great points that challenge the age old practice of grading. However, the data used was never fully explained. Kohn would state that a study found a specific finding however no numbers were shown and the study itself was not explained. There would just be an in-text citation to the study. Thus, the information appeared to be more like generalizations to support his point. Also, the findings presented to represent the opposing point of view were always quickly debunked.