ERIC Number: ED544621
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 41
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Identifying Differences between Two Groups of High-Needs High Schools
Englert, Kerry; Barley, Zoe A.
Mid-continent Research for Education and Learning (McREL)
This study examined differences in nine factors between a group of the highest-performing needs high schools (HPHN) and a group of the lowest performing high-needs (LPHN) high schools using teacher responses from a national dataset. The factors are: (1) shared mission and goals; (2) professional development; (3) collaboration among teachers (4) assessment and monitoring; (5) parent involvement; (6) safe climate; (7) orderly climate; (8) support for teacher influence at the school level; and (9) support for teacher influence at the classroom level. High needs high schools were schools with greater than 50% of their students eligible for free or reduced price lunch. Meaningful and statistically significant differences in seven of the nine factors suggest that teachers' perceptions of these factors in highest-performing high schools differ from teachers' perceptions in lowest performing high schools. These differences were identified through a descriptive analysis. The factors with significant differences, however, do suggest areas for further research. Appended are: (1) Identification of School Level Factors for the Study; (2) Item Map of SASS Questions to Constructs; (3) Descriptive Comparisons of HPHN vs. LPHN; (4) Analyses; and (5) Sampling Methodology. (Contains 19 tables, 2 boxes, and 14 footnotes.)
Descriptors: High Schools, Teacher Attitudes, Institutional Mission, Goal Orientation, Teacher Collaboration, Evaluation Methods, Quality Control, Parent Participation, Educational Environment, School Safety, Teacher Influence, Disadvantaged Youth, Poverty, Institutional Characteristics, High Achievement, Low Achievement, Effect Size, Classroom Environment, Student Behavior, School Policy, Discipline, Professional Autonomy, Student Evaluation, Academic Achievement, Minority Group Students, Limited English Speaking, Urban Schools, Rural Schools, Leadership Responsibility, Teacher Participation, Participative Decision Making, Principals, Achievement Tests, Performance Factors, Scores
Mid-continent Research for Education and Learning (McREL). 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Publication Type: Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Mid-continent Research for Education and Learning (McREL)
Identifiers - Location: Colorado; Kansas; Missouri; Nebraska; North Dakota; South Dakota; Wyoming
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A