ERIC Number: ED379389
Record Type: RIE
Publication Date: 1994-Nov
Staff Perceptions of Effective School Components as a Means to School Improvement and Accountability.
Evers, John W.; Bacon, Trudy H.
Effective-schools researchers have identified factors that are correlated with improved school achievement. School districts and state departments of education have applied this research to school improvement frameworks. This paper describes how Effective Schools Research was employed to develop a questionnaire to assess school staff perceptions of 7 effective school components in 16 high and low performing elementary schools in high poverty environments. The components were: (1) clear school mission; (2) frequent monitoring of student progress; (3) safe and orderly environment; (4) high expectations; (5) opportunity to learn and time on task; (6) instructional leadership; and (7) home/school relations. The difference in instructional staff ratings from high and low performing schools was statistically significant for each of the components. Recommendations are provided for the utilization of questionnaire results along with other data to provide a comprehensive needs assessment that would result in school improvement. Three tables and two figures illustrate data. Appendixes list effective schools correlates, sample characteristics, and the survey. (Contains 5 references.) (Author/SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Chapter 1 Technical Assistance Center, Atlanta, GA. Region 3.; Chapter 1 Technical Assistance Center, Atlanta, GA. Region C.; Educational Testing Service, Tucker, GA.
Note: Paper presented at the Annual Meeting of the Florida Educational Research Association (November 1994).