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ERIC Number: ED386801
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Effective Schools: Is There a Winning Combination of Administrators, Teachers, and Students?
Bearden, Donna; And Others
As one of the largest school districts in the country, Dallas faces unique challenges in improving education and has developed a system for ranking schools based on achievement outcomes. This paper presents findings of a study that compared groups of effective and ineffective Dallas public schools in order to identify factors for success. Data were gathered from a districtwide survey of 1,860 teachers at effective schools and 1,629 teachers at ineffective schools; a comparison of demographic data from 52 K-6 elementary schools (26 effective and 26 ineffective); observations; and interviews with all principals. Findings indicate that there were no differences between effective and ineffective schools in ethnicity or percentages of special populations; however, large schools tended to be ineffective. Effective schools were characterized by: (1) principals' willingness to hold teachers accountable; (2) staffs' high expectations for students; (3) emphasis on student responsibility; (4) a cohesive staff; (5) quality teachers and instruction; (6) preventative control of environment; (7) flexible school organization; and (8) a sense of community. Ten tables are included. The appendix contains the observation instrument. (Contains 13 references.) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A