NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED379780
Record Type: RIE
Publication Date: 1994-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Do the Influences of Effective Elementary Schools Endure?
Cross, Ray; And Others
During the 1980s, considerable attention was given to the influence of "effective" elementary schools on students' school achievement. Effective schools were typically defined as those with certain characteristics that had been found to be positively correlated with student achievement scores. This paper presents findings of a longitudinal study that investigated whether students who attended effective elementary schools maintained their high achievement scores during their middle-school years. The study compared student outcomes of two elementary schools officially recognized as effective and those of two regular elementary schools in one urban school district. Graduates of all four elementary schools progressed to the same middle school. Sixth-, seventh-, and eighth-graders who had graduated from the four elementary schools were compared on the basis of achievement test scores, honor roll membership, and annual number of absences. Findings indicate that the test score advantage demonstrated by graduates of the effective elementary schools tended to dissipate as students advanced into secondary school. In addition, school status had no statistically significant effect on honor roll membership or absenteeism. Possible explanations for the results include: (1) five years of effective schooling is not enough time to make a difference in subjct matter achievement growth; (2) there is a disjuncture between elementary and secondary subject matter; (3) test scores are inadequate to measure all levels and kinds of knowledge; and (4) the research design may be flawed. Ten tables are included. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).