ERIC Number: ED224112
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
Ends Not Means: The Policy Implications of Effective Schools Research. Draft.
Purkey, Stewart C.; Smith, Marshall S.
The authors reviewed research on effective schools, literature on the implementation of educational innovation, and current theories of school organization. A synthesis of findings from this research indicates that differences among schools do have an effect on student achievement. Specifically, it is the school's culture that is responsible for that effect. Thirteen variables are identified as contributing to the development of a school culture conducive to academic achievement. Drawing on recent literature, the authors suggest federal and state policies that would be likely to facilitate the development of effective schools. Key recommendations include policies that promote building-specific, whole-school improvement efforts and that rely on outcomes as the preferable means of monitoring and evaluating school improvement efforts. (Author)
Descriptors: Academic Achievement, Change Strategies, Educational Change, Educational Environment, Educational Innovation, Educational Research, Educationally Disadvantaged, Elementary Secondary Education, Federal Aid, Government School Relationship, Needs Assessment, Participative Decision Making, Policy Formation, Research Utilization, School Based Management, School Culture, School Effectiveness, State Aid, State School District Relationship
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Note: Paper prepared for a symposium on exemplary schools and their characteristics, presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 23-27, 1982).