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Do students who attend restructured high schools learn more? Is
learning in these schools equal for students of different social
groups? This distinctive volume is the first to explore these
questions using data from a large (over 800 private and public
schools) national survey. Demonstrating empirical links to
achievement, this book investigates how restructuring relates to
such organizational and structural properties of schools as their
size, the curriculum, instruction, their teachers' attitudes toward
students, and how they press their students to work hard and
succeed. Going beyond any existing work on this topic,
Restructuring High Schools for Equity and Excellence demystifies
the statistical analyses to draw implications and make
recommendations for school reform and school policy.
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