Alaska's Small Rural High Schools: Are They Working? Abridged Edition.

Autor/inn/en	Kleinfeld, Judith S.; und weitere
Institution	Alaska Univ., Fairbanks. Center for Cross-Cultural Studies.; Alaska Univ., Fairbanks. Inst. of Social and Economic Research.
Titel	Alaska's Small Rural High Schools: Are They Working? Abridged Edition.
Quelle	(1985), (48 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Alaska Natives; American Indian Education; Boarding Schools; College Preparation; Community Schools; Definitions; Educational Quality; Educational Strategies; Eskimos; High School Graduates; High Schools; Program Evaluation; Rural Education; Rural Schools; School Community Relationship; Secondary School Curriculum; Small Schools; Transitional Programs; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Inuit; Boarding school; Internat; Community school; ; Gemeindeschule; Gemeinschaftsschule; Begriffsbestimmung; Quality of education; Bildungsqualität; Lehrstrategie; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Programme evaluation; Programmevaluation; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausbildung; Berufsbildung
Abstract	The report describes the educational programs that Alaska's 162 small rural high schools offer, identifies educational problems, and examines strategies that districts and schools have devised to strengthen these schools. The schools mostly serve Eskimos and American Indians, have fewer than 100 students, and are located in communities of fewer than 1,000 residents. Information was obtained through telephone interviews, mailed surveys, site surveys of 32 randomly selected schools, achievement test scores, and in-depth studies by educators. Findings indicate: (1) most communities want village high schools as well as boarding school options; (2) replacement of boarding schools with village high schools has resulted in dramatically increased graduation rates; (3) high school size does not determine the quality of students' educational experiences or achievement on standardized tests; and (4) schools that are working well exhibit a strong teacher/community partnership, teacher/community agreement on a theme for the educational program, an enterprising teaching staff, and a central office that encourages adapting schooling to local needs. Successful strategies are described for problems in the areas of increasing course and teacher variety, providing vocational education, preparing students for college, raising achievement test scores, teaching students about the outside world, and helping rural students through the transition to adulthood. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC