Conceptualizing school effectiveness

The theoretical status of existing school effectiveness models is analyzed by using perspectives from organizational theory and models of classroom effectiveness. This leads to the formulation of a basic framework for conceptualizing school effectiveness that includes variables at the levels of the school, the context of the school and the classroom, while background variables of pupils are also taken into account. One of the conclusions is that hypothesis construction and empirical research on cross-level relationships within this basic framework are of central importance to enhance our understanding of school effectiveness

A case against school effectiveness

This paper considers the model of school effectiveness (SE) currently dominant in research, policy and practice in England (although the concerns it raises are international). It shows, principally through consideration of initial and propagated error, that SE results cannot be relied upon. By considering the residual difference between the predicted and obtained score for all pupils in any phase of education, SE calculations leave the results to be disproportionately made up of relative error terms. Adding contextual information confuses but does not help this situation. Having shown and illustrated the sensitivity of SE to this propagation of initial errors, and therefore why it is unworkable, the paper considers some of the reasons why SE has become dominant, outlines the damage this dominant model causes, and begins to shape alternative ways of considering what schools do

A cross-national analysis of the relations between school choice and effectiveness differences between private-dependent and public schools

We apply propensity score matching to the estimation of differential school effectiveness between the publicly funded private sector and the public one, in a sample of 26 countries. This technique allows us to distinguish between school choice and school effectiveness processes and thus, to account for selectivity issues involved in the comparison of the two. Concerning school choice, we found two patterns: a choice of the upwardly mobile parents for private schools and a preference for segregation by (lower-) middle class parents. As regards school effectiveness, our results indicate that, after controlling for selectivity, a substantial advantage in reading achievement remains among students in publicly funded private schools in ten out of the 26 countries.school choice; school effectiveness; private-dependent and public schools; international comparison; PISA data

Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools

This study uses longitudinal student-level test score data to examine the effectiveness of elementary teachers and schools in Los Angeles. The results show that teacher effectiveness varies widely both across the Los Angeles school district and within district schools. Controlling for student background and preparation, we find only modest difference across schools in improving student achievement. We explore the sensitivity of teacher and school effectiveness measures to alternative regression controls. We find that teacher and school effectiveness measures are relatively insensitive to detailed controls for student and peer heterogeneity.Student achievement; Teacher effectiveness; Value-added;

Generalizibility of instructional and school effectiveness indicators across nations

In a secondary analysis of the data base of the IEA second mathematics study, the association of school and instructional characteristics with mathematics achievement within and across 17 countries at the school and student level was investigated. The results indicate consistent positive associations of the factors ‘high expectations of pupils' progress’ and ‘opportunity to learn’ with achievement. Other factors, known from the literature on school and instructional effectiveness, showed more moderate and less consistent effects. The results of this study further indicate that, in each country, considerably more variance in pupils' mathematics achievement lies between classes than between schools when school and class are treated as independent variance components. It was established that specific variables defined at the class level explain more variance than specific variables defined at the school leve

California's Express Enrollment Program

Evaluates a pilot project that was implemented in ten school districts to test the effectiveness of a program that provides public health coverage to uninsured children by enrolling them through school lunch programs

The social dimension of teaching: trust and teachers' efficacy beliefs

Educational research increasingly highlights teachers’ trust in other school members to support school functioning. Besides, teachers’ efficacy beliefs are considered to be crucial in their functioning. To enhance teachers’ effectiveness, an understanding of the sources of their efficacy beliefs is therefore vital. This study investigates whether teachers’ trust in students, parents, colleagues, and the principal relate differently to various facets of teachers’ efficacy beliefs. Multilevel analyses of data of 2091 teachers across a representative sample of 80 secondary schools in Flanders (Belgium) demonstrate different relationships between teachers’ trust in different reference groups at school and their sense of efficacy for instructional strategies, classroom management, and student engagement. Our results also indicate that teachers’ efficacy beliefs are not affected by characteristics of the school context, such as faculty trust. Our findings suggest that school policies that focus on trust-building could increase teacher effectiveness

School Effectiveness Grant and Pupil Deprivation Grant 2012–2013

"This is a guidance document for schools, local authorities and education consortia in Wales on the School Effectiveness Grant and Pupil Deprivation Grant. It includes priorities for expenditure in 2012–2013, grant allocations and arrangements for claiming the grant" - inside front cover