Climate for Learning

Study of Small Learning Communities Implementation

The UEC is now conducting a qualitative study of the design and implementation of small learning communities (SLCs) in Christina School District’s (Newark, DE) three high-poverty high schools. Such SLC learning communities or academies, which transform large high schools into smaller units, are one of the fastest growing approaches to improving school climate and student engagement in secondary education. The UEC study pays particular attention to the infrastructure for reform, the nature of teacher collaboration and professional learning communities, and prospects of sustainability. The study, funded by the Christina School District through a U.S. Department of Education grant, is in the third year of a three-year study.

Study of Districtwide School Safety Initiative

Many high-poverty districts struggle to improve school discipline and safety, and the federal Safe, Smart, and Well (SAW) program seeks to help districts confronting these problems. One such district on the western fringe of Philadelphia, the William Penn School District, is currently in the first year of a three-year SAW grant. The systemwide approach is multidimensional, targeting physical safety, school policy, mental health, and substance abuse. Included are partnerships with a variety of community-based social service agencies, juvenile justice organizations, and local police departments (with co-located resources in a Parent Information Resource Center (PIRC)); implementation of pro-social behavior curricula targeting early childhood social competence, development of positive self-concepts, and reduction of substance abuse in middle and high school students; and teacher professional development, policy coordination, and facilities improvements. Though significantly smaller than most urban districts, William Penn’s high rate of minority and high-poverty students, incidences of school violence, and complicated local community context (including five different police departments) make it an important test site for large-scale, urban safe school initiatives.

The UEC evaluation of this comprehensive, districtwide, safe schools initiative includes both qualitative (e.g., interviews, observations, focus groups) and quantitative (e.g., academic achievement, violent incidents, attrition) data collection. The study, currently in the first of three years, is focused on program design and implementation, with special attention to providing both ongoing formative feedback (e.g., on communication among partners, implementation of adopted curricula) and information on program impacts on school climate—both actual and perceived school safety and engagement.