Kaska Firor (firstname.lastname@example.org)
Wed, 21 Mar 2001 22:58:45 -0500
Research clearly demonstrates that schools with students in excess of 600
rapidly self create anti-learning environments, regardless of the model.
Some would argue a limit of 800. In any case, there is a threshold or limit
to be concerned about and keep in mind.
----- Original Message -----
From: Mike Sadofsky <email@example.com>
Sent: Wednesday, March 21, 2001 10:18 PM
Subject: Re: DSM: Can it be too big?
> I'd l;ike to try to address this from a somewhat different
> SVS chose this democratic method of governance in the School Meeting
> at least in part because that system remains in play in many
> communities in this part of the country. Towns with populations on
> the order of 20,000 people continue to govern themselves with a "town
> meeting" held annually over several days/evenings, where propositions
> of consequence are debated and voted upon in much the fashion that SVS
> uses in the SM.
> I would not presume to suggest that a Sudbury model school of 20,000
> is viable, but I would suggest that at 200+, SVS has not approached a
> limit to growth from the perspective of SM or JC size.
> On Wed, 21 Mar 2001 21:49:00 -0500, you wrote:
> > I have my own hypotheses about how
> >> large such schools can grow, but they are really irrelevent
> >> --Scott David Gray
> >I would be interested to hear your hypotheses if you'd be willing to
> >them. I understand that every school will be different and there are
> >inumerable variables involved. I just want to play with the idea a
> >Does it get difficult to make decisions and hold effective school
> >with a larger group of people? or does the democratic setting
> >take care of it? Does it take more time with a larger group? SVS would
> >really have a lot of history with this one because they have been both
> >and now quite large (in comparison). They have also honed the process
> >the years so it may seem easier now even with the larger numbers than it
> >in the early years with smaller numbers.
> >In play,
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