ERIC Number: ED225299
Record Type: RIE
Publication Date: 1982-Feb-26
Reference Count: 0
Instructionally Effective Schools for Poor Children.
Hartzog, Ernest E.
Based on the work of Ronald Edmunds, this speech reviews the characteristics of effective schools for poor children. The author begins by stating that effective schools seem to share a climate requiring all personnel to be instructionally effective with all children. Noted is a renaissance in the belief that all children are educable, in spite of socioeconomic or other factors. The speech emphasizes the link between institutional expectations and student achievement. The author says that nowadays educators realize that if poor students aren't learning, there is something wrong with schools. He maintains that the work of James Coleman is partially responsible for a previous view that schools make little difference in student achievement. Now, however, he says educators must rid themselves of the belief that all poor children are not capable of learning. They must also practice the instructional leadership and supervision skills that have been part of their training. The author then defines an effective school as one that has higher average standardized test scores than other schools with comparable student bodies. Characteristics include strong administrative leadership, high staff expectations, orderly school climate, emphasis on pupil achievement, and frequently monitored pupil progress. The author emphasizes that all schools must have these characteristics. (Author/JM)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Remarks made at the Annual Meeting of the American Association of School Administrators (114th, New Orleans, LA, February 26-March 1, 1982). Table has been removed because of irreproducibility, due to small print of original document.