Students At Public Schools Of Varying Size And...

Students attending public schools of varying size and socioeconomic elements continue to have distinct experiences and outcomes. Research over the years has pointed to the complexities regarding the issue of equal and appropriate education for all students (Howley, 2008). School size and structure have been at the forefront of educational decisions since the 1800s. Socioeconomic standing has also been a large factor in the success of students since the early 1900s (NCES, 2014). The current body of research leans toward medium and small size schools as being the most effective for student achievement outcomes and participation rates in activities. In addition, the literature supports the view that students from economically†¦show more content†¦Current national reform efforts, a comprehensive review of recent school consolidation efforts in Pennsylvania, as well as an examination of current financial calculations and statistics used by the PDE to determine wealth within a district are reviewed. Also, current high-school enrollment information in Pennsylvania is presented. The literature surrounding high-school size and related to the benefits of educational opportunities offered to students is reviewed. The final section of this chapter discusses the gaps in the literature that this researcher has identified. The literature review indicates the complexity of the issue of how school size and economics affect students and their access to curricular and co-curricular offerings. The Purpose of Schools in the United States The education of students has been highly debated for centuries. To fully understand the depth, complexity, and passion surrounding the issues of school size and SES and their place in the current educational debate, a historical perspective on the on-going argument must be outlined. This research frames the idea of the transition from the one-room schoolhouses of the 1700s to the mega-schools of today that enroll 2,000 to 3,000 students. For perspective, in 1919 there were almost 200,000 one-teacher schools compared to just over 300 in 2005 (Rooney Augenblick, 2009).