Small Learning Community Structures

Smaller school structures have a number of categories. Effective downsizing initiatives generally utilize multiple designs and strategies to gain the full benefits of a small learning environment. Examples of smaller school structures include academies, house plans, schools-within-schools, and magnet schools. Small school structures, implemented along with other complementary strategies that enhance student learning, are most likely to yield beneficial impacts. While there are no agreement form experts on an exact limit or size, most agree that for that the ideal range is between 200-500 students.  Below are the most common and effective designs and strategies for smaller learning communities as characterized by the US Department of Education.

Academies are subgroups within schools, organized around particular themes. For example, career academies combine key principles of the school-to-career movement - integrating academic and vocational instruction, providing work-based learning opportunities for students, and preparing students for post-secondary education and employment - with the personalized learning environment of a small, focused learning community. Teachers and students integrate academic and career-related classes as a way to enhance real-world relevance and maintain high academic standards. Local employer partnerships provide program planning guidance, mentors, and work internships. Career academies share with other restructuring initiatives an emphasis on building relationships between students and adults (teachers as well as work-site supervisors and other employer representatives).

House plans divide students in a large school into groups of several hundred, either across grade levels or by grade levels. Students take some or all courses with their house members and from their house teachers. House arrangements may be yearlong or multiyear arrangements. House plans personalize the high school experience, but usually have limited effect on curriculum or instruction. Each house usually has its own discipline plan, student government, social activities, and other extracurricular activities, although students may also participate in activities of the larger school. Grouping ninth-graders into a separate house is one way to ease freshman transition to high school.

A school-within-a-school is a small, autonomous program housed within a larger school building. Schools-within-schools are generally responsible to the district rather than to the host school's principal, and are formally authorized by the superintendent and/or board of education. Schools-within-schools have their own culture, program, personnel, students, budget, and school space, (negotiating the use of common space with the host school in the same way office building tenants arrange for use of shared conference facilities). Like academies, the school-within-a-school structure supports constructive relationships between and among students and teachers by grouping students together each year to take core courses with the same group of teachers, thus increasing the support students receive from peers, teachers, and other adults.

Magnet Schools programs use a specialty core focus (such as math, science, creative arts, or a career theme or cluster) to attract students from the entire school district. Some magnet programs have competitive admission requirements; others are open to any interested student. Students in a magnet program stay together for their core classes and may take other courses with non-magnet students.

Free Standing Small Schools are simply designed, built and run within a typically considered small range.  These could include a traditional yet small middle or high school, a small charter school, etc.