Small School Reform

This qualitative ethnographic case study explored the evolution ofa public urban high school in its 3rd year of small school reform. The study focused onhow the high school proceeded from its initial concept, moving to a small schoolprogram, and emerging as a new small high school. Data collection included interviews,observations, and document review to develop a case study of one small high schoolsharing a multiplex building. The first key finding, “Too Many Pieces, Not Enough Glue,”revealed that the school had too many new programs starting at once and they lacked aclear understanding of their concept and vision for their new small school, training onthe Montessori philosophies, teaching and learning in small schools, and how to operatewithin a teacher-cooperative model. The second key finding, “A Continuous Struggle,”revealed that the shared building space presented problems for teachers and students.District policies remain unchanged, resulting in staff and students resorting toactivist approaches to get things done. These findings offer small school reform leaderssuggestions for developing and sustaining a small school culture and cohesion despitethe pressures to revert back to top-down, comprehensive high school norms