Small schools and the pressure to consolidate.

Howley, Aimee; Howley, Craig B.

doi:10.14507/epaa.v14n10.2006

Cited by 18 publications

(17 citation statements)

References 25 publications

(15 reference statements)

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“…A set of studies indicated low enrolment as one of the determinants of size to describe small schools in the late 1990s and early 2000s. Reporting size as a vital predictor of the smallness of schools, studies by the Cotton (1996Cotton ( , 2001, Meier (1998), Howley and Howley (2006), Lee and Smith (1997), Perry (2003), Raywid (1999) and Wasley et al (2000), quoted small as being as low as 250 and as high as 600 to 800 and beyond. Little (2008) pointed out the relative definition of the size of schools when variations in size were observed, from 'very small' with 50 or fewer pupils to small elementary schools in the United States with 300-400 students.…”

Section: Understanding Small Schools: Diversity and Inequitymentioning

confidence: 99%

Small schools in rural India: ‘Exclusion’ and ‘inequity’ in hierarchical school system

Diwan

2015

Policy Futures in Education

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Small schools have enjoyed rich traditions in the history of education. The Vedic-age gurukula small schools, an abode for children of the privileged few, followed a structured curriculum in the teaching of religion, scriptures, philosophy, literature, warfare, medicine, astrology and history. The rigvedic small schools, which were more egalitarian, opened their doors for admission to all strata of society. In medieval India small schools located in pathshalas, madrasas and informal surroundings of a village, for example, in the teacher's house, places of worship or under a tree imparted instruction in the three Rs: reading, writing and arithmetic. Peer-group learning, multipoint entry, needs based studies, adaptability to the immediate environment and adjusting school hours to suit local requirements were the chief merits of these schools. By the time the British arrived, India had a fairly widespread village based small primary school education on revenue free land. A major shift came with the East India Company's policy of maximizing land revenue, where the Indian education system faced starvation in its financial resources, leaving small village schools in shabby dwellings with ill qualified teachers, an absence of primary facilities including a blackboard, furniture and proper seating arrangement, etc. By the 1830s the small village schools no longer stood as the vital centres of learning. Today the modern small schools in rural India are found struggling in the same way, with limited human and physical resources, low enrolment and high a incidence of teacher and student absenteeism. The present paper reviews the current status of small primary schools (grades 1 to 5 in most cases) in rural India by drawing a national picture substantiated with field observations in the villages of Madhya Pradesh and Rajasthan in order to examine the realities on the ground and to develop an understanding of the different contexts in which small schools function. The paper recommends the recognition of the fact that small schools exist in massive numbers and cannot be allowed to struggle further and eventually perish. Sustaining these schools and improving them further has become mandatory. The Right to Education Act 2009 has brought some hope that will look seriously into the provision of minimum facilities as per the entitlements of each school and will ensure regularity of teacher attendance through specified norms.

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Section: Understanding Small Schools: Diversity and Inequitymentioning

confidence: 99%

Small schools in rural India: ‘Exclusion’ and ‘inequity’ in hierarchical school system

Diwan

2015

Policy Futures in Education

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“…Often grounded on the promise of economies of scale (Howley, Johnson, & Petrie, 2011), consolidation may create opportunities for increased academic and social opportunities (Nitta, Holley, & Wrobel, 2010). Yet mergers can result in larger class sizes, distant student-teacher relationships, increased student transportation time, local resistance, and most salient to this research, a loss of local control over schooling (Blauwkamp, Longo, & Anderson, 2011;Howley & Howley, 2006;Nitta et al, 2010).…”

Section: Introductionmentioning

confidence: 96%

Politics first: Examining the practices of the multi-district superintendent

Hall

McHenry‐Sorber

2017

EPAA

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Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on the ensuing work of multi-district superintendents. In our exemplary case study, we analyze time records, interviews, and observations to understand the role allocations and work of one multidistrict superintendent. We find the division of time and ensuing responsibilities of the multi-district superintendent is predominantly political to the organizational structure of the union, and we conclude with implications for policy and practice. Keywords: multi-district superintendent; superintendent; school board; multi-district union; joint union; regionalization; consolidation; rural schools; local control; case study Iniciativas políticas: Examinando las prácticas de múltiples distritos superintendentesResumen: A lo largo de la última década, varios estados han implementado una forma de consolidación regional del distrito escolar referida como sindicatos multi-distritales. Su estructura organizativa permite que los distritos regulen consejos escolares individuales en las agencias regionales de educación local, todos supervisados por un superintendente y un consejo central. Sin embargo, ninguna investigación empírica se ha realizado hasta el momento sobre el trabajo posterior de los superintendentes de múltiples distritos. En nuestro estudio de caso ejemplar, analizamos registros de tiempo, entrevistas y observaciones para entender las asignaciones de funciones y el trabajo de un superintendente de múltiples distritos. Creemos que la división del tiempo y las responsabilidades subsiguientes del superintendente de múltiples distritos es predominantemente política para la estructura organizativa de la unión y concluimos con implicaciones para políticas y prácticas. Palabras clave: múltiple distrito superintendente; superintendente; unión de múltiples distritos; unión común; regionalización; consolidación; escuelas rurales; control local; estudio de caso Iniciativas políticas: Examinando as práticas de múltiplos distritos superintendentes Resumo: Ao longo da última década, vários estados implementaram uma forma de consolidação regional do distrito escolar referida como sindicatos multi-distritais. A sua estrutura organizacional permite que os distritos regulem conselhos escolares individuais nas agências regionais de educação local, todos supervisionados por um superintendente e um conselho central. No entanto, nenhuma pesquisa empírica foi realizada até o momento sobre o trabalho subsequente dos superintendentes de múltiplos distritos. Em nosso estudo de caso exemplar, analisamos registros de tempo, entrevistas e observações para entender as alocações de funções e o trabalho de um superintendente de múltiplos distritos...

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“…It is important to note that evidence supports the claims that Concordia Local School District, enrolling 420 students, serves economically disadvantaged students and academic performance in the district's schools remains high (Howley & Howley, 2006). This is an example of a small school that performs well academically, even with students who are economically disadvantaged, has a high level of transience, and a high rate of special education services.…”

Section: Ideal School Sizementioning

confidence: 78%

“…Examining this very issue of school size, Howley and Howley (2006) designed a qualitative study interviewing key personnel in Concordia Local School District. It is important to note that evidence supports the claims that Concordia Local School District, enrolling 420 students, serves economically disadvantaged students and academic performance in the district's schools remains high (Howley & Howley, 2006).…”

Section: Ideal School Sizementioning

confidence: 99%

Strangers in a new land : rural school personnel's perceptions of the implementation of an international student program

Lasky¹

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Small schools and the pressure to consolidate.

Cited by 18 publications

References 25 publications

Small schools in rural India: ‘Exclusion’ and ‘inequity’ in hierarchical school system

Small schools in rural India: ‘Exclusion’ and ‘inequity’ in hierarchical school system

Politics first: Examining the practices of the multi-district superintendent

Strangers in a new land : rural school personnel's perceptions of the implementation of an international student program

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