Governor Is Considering Closing All

Governor Is Considering Closing All Small Schools in the State of Washington to Save Money

The governor for the State of Washington is considering closing all small schools in the state in order to save the state money.

The purpose of the study proposed herein is to examine the small schools in the United States and to determine if closing small schools to save the state money is a viable option.

The significance of this study is the information that it will add to the already existing knowledge base in this area of study.

The proposed methodology for the research described herein is of a qualitative nature and will be conducted through an extensive review of literature in this area of study.

LITERATURE REVIEW

The work of Trevor Cobbold (2005) entitled: "The Interaction of School Size and Socio-Economic Status on Student Performance" states that there is a great deal of research regarding the impact that school size has on achievement of students and findings generally relate that students in small schools perform better than do students in larger schools. It is also related by Cobbold (2005) that the greatest part of the research tends to ignore the idea that the size of the school may be causative in the different outcomes for students and particularly those from diverse backgrounds. New research studies demonstrate that small school size is "...unambiguously good for students from socio-economic status (SES) backgrounds and communities with relatively high levels of disadvantage. Student from low SES backgrounds achieve better results in smaller schools." (Cobbold, 2005)

Another primary point stated by Cobbold (2005) is that the negative impact of "disadvantage and poverty on student achievement is substantially weaker among smaller schools than among larger schools. The impact of poverty on student achievement in small schools is about half in large schools..." (Cobbold, 2005) Small schools, according to, Cobbold (2005) should be kept in place specifically in low SES communities with government policies working to "strengthen the benefits of small schools, rather than seek to consolidate small schools." (Cobbold, 2005)

The largest majority of research studies state support the idea that students perform better in smaller elementary and middle schools while the results for high schools are mixed." In fact, under optimal conditions the smaller the schools is the more likely that school will results in greater student achievement "as measured by attendance rates, test scores, extracurricular activity participation and graduation rates." (Cobbold, 2005) Smaller schools additionally tend to promote parents to greater level of participation and greater satisfaction among parents and teachers. (Cobbold, 2005) Teachers in smaller schools state that they believe there are positioned better to make a difference that is genuine in nature in the learning and achievement of students. Smaller school size and improve performance among poor students in urban schools districts. Finally, the smaller schools make provision of a safer learning environment for students." (Cobbold, 2005)

Comparison of Small Schools

Cobbold (2005)

The joint report of the State Board of Education, Department of Pubic Instruction and Public Schools of North Carolina, entitled: 'Making Current Trends in Design Feasible" states that alternatives to closing down small schools are inclusive of the following:

Involve community stakeholders early and continuously in the planning process for new schools, additions and renovations to improve relations, enhance facility improvements and potentially improve funding;

Locate schools with and within the urban or community fabric. Avoid developing larger sites with their own self-contained parking lots, drives and extensive, stand-alone playfields. These features contribute to urban sprawl;

Make use of existing infrastructure: water, sewer, pedestrian ways, transit systems, parking as well as nearby businesses (food service, office support, etc.) That can provide outside or contracted services & support normally a part of the school. Note that this can be a substantial construction savings also. on-site water and sewer (wells and septic systems) costs have escalated dramatically.

Design buildings that relate to the existing neighborhood fabric: as close to the street as adjacent buildings for friendliness/urban context;

Use two or three-story where possible to promote density and reduce sprawl, develop facades/aesthetics that relate to its surroundings yet still say 'school';

Share/make use of other joint amenities: parks, libraries, restaurants, civic facilities, etc. rather than constructing duplicate ones; and Open the school for other community uses, work out joint use arrangements (including funding) to promote the school as a community center rather than just a school. (State Board of Education, Department of Pubic Instruction and Public Schools of North Carolina, 2001)

All of these are termed as "Smart Growth Principles" as stated by the North Carolina State Board of Education, Department of Public Instruction and Public Schools of North Carolina. (2001) This report carefully notes that varied uses of the school facilities even in small schools in that joint-use agreements are inclusive of "school partnering agencies" as follows:

Parks & Recreation: gym and playfields; potentially arts, vocational and multipurpose rooms;

Public Library: combine with school media center, computer labs, etc.

Community College: adult education, GED, vocational courses, special interest courses, technology and computer courses;

Parking lots: shared with non-conflicting nearby business or agencies, such as churches, or other after-school-hours businesses;

Transportation: municipal bus service for student transportation;

Performing Arts Council: auditorium and support spaces;

Health Dept: small clinic;

YMCA: youth athletic programs, summer camp, after/before school programs;

Church Groups: church education, worship;