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ERIC Number: EJ1162228
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1082-4669
The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity
Goddard, Roger D.; Skrla, Linda; Salloum, Serena J.
Journal of Education for Students Placed at Risk, v22 n4 p220-236 2017
Previous research demonstrates that collective efficacy positively predicts students' academic achievement (e.g., Bandura, 1993; Goddard et al., 2000). However, unaddressed by the current literature is whether collective efficacy also works to reduce inequity by closing achievement gaps. To learn about the operation of collective efficacy, we designed a mixed-methods study, situated in the elementary and middle schools of one large urban district in Texas. Hierarchal linear modeling was employed to model the degree to which collective efficacy explained differences among schools in student mathematics achievement and the Black-White achievement gap. We also drew upon focus group data collected at 6 schools. We found that collective efficacy was associated with an increase in mathematics achievement as well a 50% reduction in the academic disadvantage experienced by Black students. Focus groups revealed the importance of school principals in supporting teacher collaboration and peer observation as well as a sustained focus on instructional improvement.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A