ERIC Number: ED346602
Record Type: RIE
Publication Date: 1992-Apr
Roots, Trees, and the Forest: An Effective Schools Development Sequence.
Meyers, H. W.; Carlson, Robert
Findings from a study that examined the implementation of an effective schools development process are presented in this study. The study was designed to track both implementation process objectives drawn from seven correlates of instructionally effective schools and student outcomes from 1988-90 in a small-city school district in a rural state. The case study involved interviews conducted in the first year with 205 teachers and 13 administrators (a 95 percent sample) and in the final year with 5 teachers and 7 principals, document analysis of student and school administrative process records, and assessment of pupil and school performance in relation to the seven effective schools characteristics in 1988. A follow-up study included a pre-post analysis of student performance and interviews with 45 teachers. Outcomes included improved pupil performance and attendance. With regard to equity, virtually no gains were made for low income children in schools with a high percentage of low income populations. Stakeholders' views of change focused on school climate, leadership, school mission, and home/school relationship. A conclusion is that linking school improvement strategies within schools builds synergy; overemphasizing one strategy diffuses energy and commitment. (19 references; 10 figures, 4 tables) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).