This follow-up study presents findings from 11 structured interviews that were conducted with principals engaged in a conversion from a large comprehensive high school to six small schools. Key findings are (a) the greatest barrier to improvement was entrenched instructional patterns and (b) goals of college readiness and social/emotional…

This article reports findings from a study of the experiences of 11 school principals who are leading the conversion of a large, comprehensive, urban high school into six thematic small schools. Specifically, this study addresses the question, What do high school principals identify as the leadership challenges and opportunities embedded in the…

Describes a study in which 281 principals in Texas schools of fewer than 500 students were queried about their preferences for type, location, and duration of inservice training. (JM)

Although bringing a personalized learning environment to a small school is challenging in its own right, it is much easier than personalizing the environment of a large school. This article describes the interventions used in one suburban school with over 3,700 students to move the learning environment toward a more personalized climate. The…

Lists the strengths and weaknesses of small schools and then makes recommendations for capitalizing on their strengths and compensating for their weaknesses. (JM)

As a followup to a 1963 study, 2 University of Oregon education professors traveled to 25 small towns to uncover today's adolescents' attitudes toward school and teachers. Like their 1963 counterparts, today's students are more concerned about relationships with teachers than curriculum, homework, and tests--attitudes ignored by current reform…

Cites evidence that students in small high schools participate in cocurricular activities more and are less alienated than students in large schools. (JM)

Based on data from three successive surveys, this article examines whether principals of small secondary schools perceive their roles differently differ from those administering larger schools. Although results are inconclusive, a significant decrease was reported in the number of principals reporting major scheduling problems, reliance on fund…

One high school principal gained a new perspective on his small school by donning an outsider's hat and visiting school grounds, hallways, and classrooms and noting areas needing improvement. Ideas for helping principals of small schools improve school climate, physical plant attractiveness, and overall educational excellence are discussed. (MLH)

Lists the strengths of small schools and offers hints to improve the educational program in small schools. (JM)

Four major areas (office traffic, the telephone, organization, and discipline) consume much of a school administrator's time. Because principals of small and rural secondary schools do not always have adequate personnel support, planning a daily calendar, setting priorities, and delegating to other administrators and staff are essential…

At the 1990 NASSP Convention, the Smaller Secondary School Committee sponsored a session to encourage administrators of small and rural schools to share their successful activities for improving community relations. Schools can schedule conferences for times convenient to working parents, sponsor community dances, mail school newspapers to the…

Article shows a logical outline of problem areas in alternative schools and the strategy for dealing with them as demonstrated by one school district. (Editor)

Smaller districts produce a variety of learning programs more spontaneously, more informally, and more easily. Will smaller districts become the leaders in developing successful alternatives? (Editor)