The process itself provides the knowledge and tools to improve student performance and makes possible the dual goals of closing the achievement gap and ensuring academic excellence for all. The Effective Schools Process begins with the collection and analysis of district and school data that reveal current academic, demographic, and perceptual conditions.
The Profile guides the entire Effective Schools Process in a district. The District Leadership Team. Although improved student learning results from the work of teachers at the school level, district leadership and support are essential e. The district team, comprised of key administrators and representatives from each participating school, has the primary responsibility to coordinate the implementation of the Effective Schools Process and to keep the work focused on improving teaching and learning.
Using the Profile data, the district curriculum committees work with consultants to align curriculum, instruction, and assessment with national, state, and local curriculum content standards.
Larry Lezotte and Wilbur B. Brookover conducted studies at eight Michigan elementary schools in the mids, identifying characteristics of schools that were improving or declining. A notable finding was that "staff in the declining schools had low opinions of their students' abilities, while the staff in the improving schools had high opinions of student abilities".
George Weber, and later Ronald Edmonds , conducted research in inner-city U. Edmonds' article "Effective Schools for the Urban Poor" is noted for drawing professional attention to the effective schools movement. Edmonds outlined six characteristics essential to effective schools, including:.
In , Fifteen Thousand Hours documented effective schools research in high schools in the United Kingdom, and found that school characteristics could positively alter student achievement. Edmonds published "Programs of School Improvement: An Overview" in , describing the "correlates of effective schools", a now widely used phrase commonly associated with the later work of Lezotte. Edmonds' correlates described effective schools as the following:. The Effective Schools model of school reform is based on more than thirty years of research conducted nationally and internationally.
In addition, these schools showed steady increases in achievement over time, and the achievement gap between students from low socioeconomic and high socioeconomic backgrounds narrowed. They are defined below. In the effective school, there is a clearly-articulated school mission through which the staff shares an understanding of and commitment to instructional goals, priorities, assessment procedures and accountability.
High Expectations for Success. In the effective school, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of the essential content of the curriculum.
The staff members also believe that they have the capability to help all students achieve mastery of a challenging curriculum based on state and national standards. In the effective school, the principal acts as an instructional leader and also empowers and helps teachers to become collaborative leaders in continuous improvement.
The effective principal also understands and applies the characteristics of quality instruction and.
OVER 25 YEARS AGO a federal paper was written to discuss the effectiveness of American education. The paper was funded by the U.S. Office of Education and written by James Coleman, a prominent education researcher. Effective Schools Research emerged in response to this controversial paper.
The Effective Schools model of school reform is based on more than thirty years of research conducted nationally and internationally.
NINE CHARACTERISTICS OF HIGH-PERFORMING SCHOOLS Nine Characteristics of High-Performing Schools Prepared by G. Sue Shannon, Senior Researcher Pete Bylsma, former Director, Research, Assessment, Accountability research on effective schools is included, as well as about new references and rel-. Effective schools. "Effective Schools" is both an educational movement and body of research which examines school-based factors which positively influence learning outcomes in K schools. Effective schools research has been widely adopted by school districts worldwide.
CORRELATES OF EFFECTIVE SCHOOLS. THE CORRELATES ARE THE MEANS to achieving high and equitable levels of student learning. It is expected that all children (whether they be male or female, rich or poor, black or white) will learn at least the essential knowledge, concepts and skills needed so that they can be successful at the . Research studies that have focused on identifying the characteristics or correlates of elementary and secondary schools that are unusually effective are reviewed, concentrating on the.