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• W253838805 abstract "In a stinging critique, Patrick J. McQuillian (1997) maintains that the comprehensive high school is by nature an inhumane institution that does little to promote learning, trust, or caring. The impersonal nature of the high school is difficult to overcome. However, a sense of belonging has always been important, and for an ever-increasing number of students often spells the difference between success and failure. For these reasons and more, efforts to personalize the high school and create an environment where students can develop a sense of belonging to the greater school culture are intensifying. Many efforts at personalization focus on the behaviors and attitudes of the adults in the school. For example, in the NASSP publication Breaking Ranks: Changing An American Institution (1996) an integral part of the authors' vision of school reform is a call for each student to have an adult personal advocate. It is clear that the attitudes and behaviors of adults in the school are important. Students appreciate and benefit from having a significant adult in the school to help navigate the waters of high school and beyond. However, in a study of students' perspectives on school, Phelan, Davidson, and Cao (1992) found that the most important aspect of school climate for students is the relative level of tension or ease that characterizes student interactions in the school. In schools where tension between groups exists, student anxiety and stress result in concerns about violence and perceptions of danger. The study by Phelan et al. clearly indicated that students, not suprisingly, prefer a school community where students for the most part get along, and some fluidity between groups is common practice. There is little doubt that students have a tremendous influence on one another and that peer relationships are extremely important to them. However, relationships between student groups can be unpredictable, and few school leaders spend time thinking about how to make these interactions healthier and more productive (McQuillian, 1997). Rather than leaving these relationships to chance, it is possible to help students learn to support one another. A student mentoring program integrated into the high school can provide the framework for such an undertaking. An Initial Effort Crystal City, Missouri, is located 25 miles south of St. Louis. The 4000 residents enjoy community services of parks, swimming pools, and police and fire protection not normally associated with small communities. The availability of employment and the attractiveness of the community encourage graduates to return to live and raise their families. Unfortunately, an aging community with little room for new housing stymies this growth, and the public high school has become more dependent on tuition students who can choose between several public and private high schools in the area. Crystal City was once a company town and has a long history of supporting what many believe are excellent public schools. Although built in 1939, Crystal City High School (CCHS) has been well maintained and gives the illusion of substance and quality. This illusion began to crumble in the late 1980s and early 1990s as tuition students began to select other high schools. Enrollment quickly declined from over 250 students to 215 students. Even as enrollment declined, the drop-out rate reached 10%, average daily attendance declined to 88-89%, and the number of freshmen failing more than one course became a concern. With a new state accreditation system based on student outcomes on the horizon, the prognosis for CCHS maintaining top state ratings was bleak. In 1989-90, our faculty began comprehensive discussions on our lack of success as adults in helping students achieve academically, especially in the early days of high school. We concluded that freshmen generally provide lip service to adults when it comes to honest discussion regarding educational issues. …" @default.
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• W253838805 title "Mentoring: The Power of Peers" @default.
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