The effect of small learning communities on indicators of student progress.

Abstract

The purpose of this study was to examine the effects of two different small learning community (SLC) models on indicators of student progress. Participants were 100 students enrolled in a large urban high school in a Midwestern state as well as 23 of their teachers. Of the two small learning community models studied, one was reportedly a high-functioning SLC while the other model was considered poorly-functioning. Students from the poorly functioning SLC were placed into the higher-functioning SLC and comparisons were made. After controlling for pre-test measurement error, increases in attendance were associated with placement in a higher-functioning SLC after one year. Qualitative analysis provided further support to the finding; students' perceptions of their school experience improved after re-placement. Implications of results in terms of the efficacy of SLCs, future directions for SLC research, and the importance of relationships in the educational arena are discussed.