A positive school climate—where students and adults know each other well and where adults express care and concern for students’ well-being, intellectual growth, and educational success—is a key motivational element in the learning process for adolescents. But the large size of many low-performing high schools leaves many students, especially those who are less academically successful, feeling lost and anonymous and prevents the development of an atmosphere conducive to learning. This problem may be exacerbated for ninth-graders leaving behind the more family-like environment of middle school—a critical issue because students attending low-performing schools who do not complete ninth grade successfully and on schedule are at greatly heightened risk of dropping out altogether. MDRC’s studies of three reform models—Career Academies, First Things First, and Talent Development—suggest that changes in the structure and functioning of large high schools can help remedy the impersonality of these schools. Read the report online.

Source: Public Education Network