Confronting Assumptions about the Benefits of Small Schools

Abstract

Although small schools, particularly those situated in rural settings, are often seen to be in positions of disadvantage in comparison to larger schools, they are also commonly considered to exhibit characteristics that make them more predisposed to be schools of quality. This article addresses those desirable effectiveness attributes often considered to be difficult to attain in large schools, yet seen as routinely endemic to smaller institutions. School effectiveness reviews were conducted in three small K-12 schools in western Canada with particular emphasis upon the elements of school climate, shared purpose, professional community and student and parent involvement. The results indicated that the mere opportunity for building authentic ‘communities for learning’ did not mean such capacity was being realized. The authors recommend that to foster effectiveness small schools should make deliberate and concerted efforts to take full advantage of their potentialities or, otherwise, run the risk of mediocrity.