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ERIC Number: ED308230
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effective Schools Research: Twenty-Years of Debate.
Schmitt, Dorren Rafael
The origin of effective schools research (ESR) is discussed in the context of a review of the pertinent literature. Debates over this topic have involved impacts on student achievement, methodology, the allegations of the Coleman report, and various effective school models. The Coleman Report (1966) concluded that family background was the dominant determinant of student achievement throughout the school years. Other researchers have concluded that schools are the predominant factor in student achievement. In recent years, effective schools researchers have tended to use Edmonds' correlates and have opted for a combination of qualitative and quantitative statistics. The Edmonds' model encompasses five correlates: (1) school climate; (2) leadership; (3) teacher expectations; (4) purpose; and (5) student progress assessment. Methodological issues that have been debated include the use of qualitative versus quantitative analysis, use of standardized tests, sampling procedures employed, and the unit of analysis. It is concluded that effective school researchers have made considerable gains in the past 20 years in resolving debates, controversy, and fears of educators relative to ESR. The consistency in factors used and more balanced research studies have recently given ESR a sense of respect. Such progress has also advanced the whole of educational research. Researchers now have a clearer understanding of aspects that can improve schools, student achievement, and learning. The unresolved disputes will continue to improve ESR and educational research in general. A 35-item list of references is included. (TJH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A