Schools with distinct educational models show positive achievement effects when they feature small size, personalization, positive relationships, and educator collaboration¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Model schools with positive achievement effects share small size and personalized structures, positive student-faculty-leadership relationships, and a culture of educator collaboration and professional development. → Cookson 2018

Evidence¶

Cookson 2018¶

Cookson, P. W., Jr., Darling-Hammond, L., Rothman, R., & Shields, P. M. (2018). The tapestry of American public education: How we can create a system of schools worth choosing for all? Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/tapestry-american-public-education

q2 · i? · review · r3

The report's review of school networks based on distinct educational designs (Montessori, community schools, NYC International High School), including EL Education (150+ schools in 33 states) and New Tech Network (72,000 students in 115 districts). Effects vary by model and implementation quality.

"In general, the schools that had positive effects on student achievement have some common features, such as small size and personalized structures; a commitment to forging a positive relationship between students, faculty, and school leadership; and a culture of educator collaboration and professional development."

Discussion¶

Related Claims¶

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