Annotated Bibliography on School Overcrowding

Introduction

This annotated bibliography examines three peer-reviewed sources that address school overcrowding and its academic, social, and safety-related consequences in American public schools. Each entry summarizes the source's argument, methodology, and key findings.

Brady, Balmer, and Phenix (2007): School–Police Partnerships and Urban Violence

Brady, K. P., Balmer, S., & Phenix, D. (2007). School–police partnership effectiveness in urban schools: An analysis of New York City's Impact Schools Initiative. Education and Urban Society, 39(4), 455–478.

This article addresses safety in schools, particularly at the middle and high school levels. It begins by identifying a number of factors that have contributed to increased violence in schools over the past two to three decades. The authors propose that overcrowding is one of those contributing factors. Brady et al. present statistics from prior empirical studies on school violence as part of their literature review, and then conduct their own study of this theory in New York City schools — primarily public schools, though private schools are also considered.

Brady et al. propose partnerships between schools and local law enforcement as a way to promote constructive outlets for students' energy and to more closely monitor violence. Their initiative was supported by Mayor Bloomberg, the School Chancellor, and NYPD Commissioner Ray Kelly. The researchers collected data over several academic years, focusing specifically on NYC public high schools. The article functions as both a literature review and an empirical study.

"Despite nationwide decreases in school crime and violence, a relatively high and increasing number of students report feeling unsafe at school. In response, some school officials are implementing school–police partnerships, especially in urban areas, as an effort to deter criminal activity and violence in schools." (Brady et al., 2007, p. 455)

Graves (2010): Multi-Track Year-Round Calendars as an Academic Response

Graves, J. (2010). The academic impact of multi-track year-round school calendars: A response to school overcrowding. Journal of Urban Economics, 67(2010), 378–391.

This article examines the impact of overcrowding on standardized test scores and proposes multi-track year-round school calendars as a countermeasure. Graves theorizes that restructuring the academic calendar would relieve pressure on students and teachers, creating better learning environments and improving test performance. The study was conducted in California over eight years and analyzed data from approximately 800,000 students in public schools. The research considers both the empirical and social implications of this type of structural change.

Graves finds a distinct likelihood that the calendar change could improve test scores; however, the study also raises concerns that altered scheduling may negatively affect students' social interactions and interpersonal relationships. The data ultimately suggest that multi-track year-round schools perform at a disadvantage relative to schools with more conventional calendars. Graves therefore recommends that calendar restructuring be implemented as one component of a broader set of initiatives rather than as a singular solution to overcrowding.

Ready, D., Lee, V., & Weiner, K. G. (2004). Educational equity and school structure: School size, overcrowding, and schools-within-schools. Teachers College Record, 106(10), 1989–2014.