Educational equity and school structure: School size, overcrowding, and schools-within-schools
Educational equity and school structure: School size, overcrowding, and schools-within-schools
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DOI：
10.1111/j.1467-9620.2004.00424.x
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发表时间：
2004-10-01
影响因子：
1
通讯作者：
Welner, KG
中科院分区：
文献类型：
--
作者：
Ready, DD;Lee, VE;Welner, KG
与威廉姆斯诉加州案一致，本文的重点是教育公平，特别是公平和学校组织之间的接口。我们集中讨论两个结构性问题，即学校规模和学校过度拥挤，以及一个具体的学校结构，即校内学校。我们组织的文章作为这些主题的现有研究的解释性总结，集中在这些结构性问题如何与社会分层的学生成绩，特别是学业成绩。我们的证据来自全国性的研究，以及在可用和适当的情况下，来自讨论加州学校结构影响的研究。我们使用这些证据来定义哪种规模的高中最适合所有学生（600-900名学生），对学校过度拥挤的反应是适当的（建立更多的学校，而不是增加便携式教室或多轨全年教育），以及如何在高中创建较小的学习社区可以通过减少内部分层的可能性来为每个人提供良好的服务。然而，加州的政策并没有促进这些反应。在许多情况下，它们实际上加剧了教育成果的不平等，并协助将学生带到学校的社会差异转化为学术差异。我们提倡改革，这是与高成就和成就是公平分配的种族，民族，阶级，或家庭出身。我们认为，我们的国家应该努力进行改革，提高处于分配低端的儿童的成就，而不损害那些处于顶端的儿童。通过提供实践的经验证据，导致这一重要目标，我们希望告知围绕威廉姆斯案件的重要辩论。
Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600-900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.