School systems across the US are developing high schools composed of multiple communities within a single facility. Many of these schools find that the smaller units enable students to work more effectively with their instructors toward stronger academic performance and social development. Fewer students drop out and more graduate with a firm direction that leads to college or a career path.
New York City’s small learning communities, according to the NYC Department of Education have the following characteristics:
In New York City, there are over 20 large secondary schools that have restructured into Small Learning Communities (SLCs). Each SLC in a school typically has between 250-450 students that work closely with a core group of teachers and other adults. Together, they develop a personalized learning environment focused on the adults knowing the needs, interests, and aspirations of each student well, closely monitoring his or her progress, and providing the academic and other support he or she needs to succeed. SLC teachers plan together and the curriculum in each SLC is structured around a theme or unifying principle to add relevance to academic subjects. Students with special needs and English Language Learners are part of the SLCs. There is one Principal for the school, with each SLC led by an Assistant Principal. SLC schools are supported by the Office of School Redesign under the Division of Teaching & Learning. See NYC Frame work.
The US Department of Education’ Smaller Learning Communities Program supports:
SLCs and activities to improve student academic achievement in large public high schools with enrollments of 1,000 or more students. SLCs include structures such as freshman academies, multi-grade academies organized around career interests or other themes, “houses” in which small groups of students remain together throughout high school, and autonomous schools-within-a-school, as well as personalization strategies, such as student advisories, family advocate systems, and mentoring programs.
