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ERIC Number: ED249228
Record Type: RIE
Publication Date: 1984-Apr
Pages: 12
Abstractor: N/A
Reference Count: 0
School Effectiveness: Profile of School Excellence.
Sanders, Jack; And Others
Based on Larry Hutchins' analysis of the school effectiveness literature, the Profile of School Excellence (PRO-S/E) is a diagnostic tool keyed to 11 instructional and organizational variables which are positively related to effective/excellent schools and which are alterable. The variables are: needs basis; objectives; expectations; roles and responsibilities; conditions and resources; instructional time and task orientation; assessment use; rewards and reinforcement; behavior code; school climate; and parental support and involvement. Seven data gathering procedures are used: district data forms; school data forms; school rating forms for district central office staff; superintendent interviews; principal interviews; student questionnaires; and teacher questionnaires. Each procedure was pilot tested and revised in school settings. The completed PRO-S/E has been administered in eight local education agencies (LEA's), ranging in size from 777 to 17,850 students and from 2 to 47 schools, in five states. The PRO-S/E provides superintendents with diagnostic information through a series of graphs (profiles) and a rating report with suggestions for further research and development methods for identified problem areas. It is especially useful for superintendents of smaller school districts with no management information system. Using PRO-S/E, the Appalachia Educational Laboratory has enhanced the linkage between the research and development community and the practitioner community. (BS)
Appalachia Educational Laboratory, Inc., P.O. Box 1348, Charleston, WV 25325.
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Appalachia Educational Lab., Charleston, WV.
Identifiers: Profile of School Excellence
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).