ERIC Number: EJ1162228
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Academic Achievement, Achievement Gap, Prediction, Equal Education, Urban Schools, School Districts, Hierarchical Linear Modeling, Disadvantaged, Teacher Collaboration, Mathematics Achievement, White Students, African American Students, Correlation, Principals, Elementary School Students, Middle School Students, Mixed Methods Research, Instructional Leadership, Educational Policy, Institutional Characteristics, Factor Analysis, Instructional Improvement, Focus Groups, Interviews, Teacher Attitudes, Mathematics Tests, Teacher Effectiveness, Teaching Methods
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A