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"Inglenook gives more power to the student body than the average mainstream school system." -- Enough evidence?

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First we got the "citation needed" for this statement, then I added a citation. I feel that anyone reading the description given in the introduction to the academic work given in the citation will feel that enough evidence has been presented to reach a conclusion that the statement is correct.

The spectrum of power given to the average student in the mainstream school system the world over is common knowledge, and the description given in this academic work presents Inglenook as radical-- completely outside what is considered normal the world over.

The editor questioning this statement, I believe, wants to see a specific reference stating "Inglenook gives more power to the student body than the average mainstream school system". However, while as far as I can tell this statement does not exist on the internet, the reference describing an absolute departure from the norm, I feel, should be enough evidence to make the claim.

If you disagree, please state your reasons. — Preceding unsigned comment added by 119.42.74.104 (talk) 17:41, 20 June 2011 (UTC)[reply]

The report is several pages long but does not make a specific comparison of this sort that I could see. I am asking for a specific part of that report that supports the statement or perhaps the phrase in the article can be reworded. At the moment it appears to fail WP:OR. As for understanding the "spectrum of power" when comparing school systems across all nations and all cultures, no, that is not common knowledge and my understanding of organizations would indicate at least 4 dimensions by which such a thing could be measured and each could vary wildly depending on cultural context. Fæ (talk) 17:58, 20 June 2011 (UTC)[reply]
Hi Fæ, I appreciate your reply. I only have twenty minutes before the internet shuts off (I'm a teacher in ****) so I'll try to keep it short.

OK first is what the article states: "The school is a democratically-run community with students on our board of directors, a committee called CEASA (Committee for the Evaluation of Academic Standards and Admissions) that interviews all perspective students and serves as a mediating body for an array of disputes and issues, and on a student council. (...) The atmosphere at Inglenook is informal, friendly-..."

EDIT: OK I'll edit it to "Inglenook gives more power to the student body than the average Toronto school." and add a reference (you'll see the link on the page) in regards to the TDSB's disciplinary line that includes the statement: "Prior to determining an appropriate consequence, the principal will conduct an investigation and consider mitigating factors and other factors and document the process that is used." This describes the policy as top-down, directly at odds with Inglenook's "democratically-run community" as described in the previous reference.

Is this enough? Regards. — Preceding unsigned comment added by 119.42.74.108 (talk) 18:51, 20 June 2011 (UTC)[reply]

Thanks, though the specific comparison is still original research (i.e. we have no sources as to what the average Toronto school does). Perhaps the wording can be along the lines that there is a high level of student body engagement following an open democratic process where possible. If you can find a direct comparative statement in the report such as the school being unusual in Toronto or a leading advocate of this method then this would help to put the article in context. It sounds unusual to me and I would have thought that this would have been raised at some point in either the local press, the school website or an educational conference, any of which would be suitable sources.
BTW, some helpful school specific guidelines are available at WP:WPSCH/AG. Cheers Fæ (talk) 09:15, 21 June 2011 (UTC)[reply]
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