School Size. In the event of overcrowding or other critical conditions, the administrator shall notify the Superintendent of Schools.
School Size. (See Also, Tab 10) For the purposes of clarity, in this revision of the charter, NVA is proposing two amendments that will impact enrollment. The first is an increase in the face-to-face enrollment cap. Currently all grades (K-12) have a student enrollment cap of 24 students. The proposal is an increase as follows: Elementary Grades Maximum Enrollment Total Students 2-3 26 52 4-6 28 84 Secondary Grades Maximum Enrollment Total Students 7-12 30 180 NVA will remain relatively small with a total capacity of 364 face-to-face students: 184 students in grades K-6 and 180 in grades 7-12. We believe that students benefit from a small school setting. (See Tab 8, Section A, Item 3c, Appendix W, and Appendix Y for results of market research conducted to document support of NVA.) The following is another representation of the first proposed enrollment increase: 2011-2012 K-12 24 24 26 26 28 28 28 30 30 30 30 30 30 364 2012-2013 K-12 24 24 26 26 28 28 28 30 30 30 30 30 30 364 The second amendment pertains to NVA’s blended course offerings. NVA wishes to establish an enrollment cap of no more than six (6) students per grade in the blended program, which is by definition: Enrollment in the minimum number of online courses required to meet the hourly ADA requirements for half-day attendance set forth by the Idaho State Department of Education, and a requirement to participate in courses and activities at school. NVA anticipates a minimum startup enrollment of ten (10), full-time, blended program students in grades K-12 no sooner than January 2012. (See Also, Tab 10) No. of Students 1 3 2 4 10 NVA has budgeted for the anticipated ten (10) blended students for the second half of FY12, or beginning January 2012, and twenty (20) blended students for FY13 and FY14 each (See Appendix AE). These numbers represent NVA’s best guestimate as to the number of students who may enroll in our blended program.
School Size. AHCS will remain relatively small with a total initial capacity of 244 students. We believe that students benefit from a small school setting. AHCS is proposing enrollment in three phases: Phase One: Grades K-8 beginning Fall 2013 Grades Maximum Enrollment Total Students Phase Two: Grades 9-12 beginning Fall 2014 Grades Maximum Enrollment Total Students Total Students, Grades K-8 244 In Phase Three, AHCS wishes to establish an enrollment cap of no more than six (6) blended program students per grade, which is by definition: Enrollment in the minimum number of online courses required to meet the hourly ADA requirements for half-day attendance set forth by the Idaho State Department of Education, and a requirement to participate in courses and activities at school (See also, Tab 9).
School Size. School size may also have an effect on school dropout. Research consistently shows that large school size is an important dimension contributing to student alienation from the educational system (Xxxx & Xxxx, 1989; Xxxxxxx, 1981; Xxxxxxx & Xxxxxxxxx, 1987; Xxxxxxx et al., 1989). An analysis of the High School and Beyond Study conducted in the 1980s revealed that larger schools had a tendency to have higher dropout rates. The authors conclude that the benefits of bigger schools, in terms of diversity of programs, may not be outweighed by the deleterious effect on dropout rates (Xxxxxxx & Xxxxxxxxx, 1987). In other studies and reviews, small school size is linked to reduction of violence because smaller size allows for higher teacher engagement that may decrease levels of discipline problems (Xxxx & Xxxx, 1989). Small school size is also considered a safeguard for students because of the higher level of student-adult contact, which increases the potential for meeting students’ needs and promoting a sense of community (Arnove & Xxxxxx, 1980; Xxxxxxxxx et al., 1990; Xxxxxxx, 1981). Small school size is a defining characteristic of most alternative schools and has been associated with promoting social interaction among students and teachers and with reduction in school violence (Arnove & Xxxxxx, 1980; Natriello et al., 1990). The small size of alternatives may allow a greater sense of school membership and engagement (Xxxx & Xxxx, 1989; Xxxxxxxxx et al., 1990; Xxxxxxx et al., 1989). For example, in their study of 14 alternative schools, Xxxxxxx et al. (1989) found that students regularly reported that one of the reasons they were willing to participate in their alternative school program was the sense of membership that they felt in the community as a result of the warm, caring environment. Other studies report that students who transferred to alternative programs did so because they had experienced poor relationships or lack of support in their previous school settings (Xxxxxx, 1995; Xxxx, 1999). A picture emerges from the literature that suggests links between attendance at alternative programs and reduction of dropout rates for students at risk. Students who require special education and related services are another specific population thought to benefit from alternative education. Though generally alternative schools are not specifically designed to serve students with disabilities, many students who have been identified as requiring special education or re...
School Size. The maximum number of students that may be enrolled for the 2024-2025 academic school year shall be two hundred forty (240) students.
