ERIC Number: ED384955
Record Type: Non-Journal
Publication Date: 1995-May
Reference Count: N/A
The Effects of Selected Elements of Communal Schools on Middle and High School Mathematics Achievement.
Reyes, Pedro; Fuller, Edward J.
Although current policy debate on school restructuring is centered on choice, empowerment, and professionalization issues, the effects of communally organized schools has received little attention. This paper postulates that student achievement, particularly in mathematics, is related to selected elements of communal schools (shared norms and values, teacher collaboration, and focus on student learning). The paper also assumes that the sense of community as indicated by these elements differs between middle schools and senior high schools. Supposedly, middle schools have a greater tendency than high schools to be organized communally rather than bureaucratically. Exploratory data analysis of survey data from a national sample of middle-school students and their mathematics teachers (the Longitudinal Study of American Youth) yields mixed results. Middle schools and high schools have similar organizational structures. Further, student achievement growth in middle schools is related to two critical elements of community: shared norms, values, and beliefs, as indicated by teacher commitment; and focus on student learning, as indicated by teacher expectations. Similarly, student achievement in high school appears to be related to teacher commitment, collaboration, and focus on students. An appendix describing variables, and four statistical tables are attached. Contains 49 references. (MLH)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.; Center on Organization and Restructuring of Schools, Madison, WI.