Evaluation of Six School Effectiveness Programs.

Autor/in	Schmitt, Dorren Rafael
Titel	Evaluation of Six School Effectiveness Programs.
Quelle	(1988), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Administrator Attitudes; Educational Improvement; Elementary School Students; Elementary Secondary Education; Junior High School Students; Principals; Program Evaluation; School Effectiveness; School Surveys; Socioeconomic Status; Teacher Attitudes; Teaching Methods; Urban Schools; Louisiana; California Test of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Teaching improvement; Unterrichtsentwicklung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Principal; Schulleiter; Programme evaluation; Programmevaluation; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	School effectiveness programs were evaluated at six urban schools (five elementary and one junior high schools) in Louisiana for the 1986-87 school year. Focus was on providing principals with information to improve their school effectiveness programs for the 1987-88 school year. Subjects were 3,006 students, for whom scores on the California Tests of Basic Skills were reviewed. Also included were six principals and 184 teachers who were interviewed and administered questionnaires: the Principal Questionnaire and the Staff Assessment Questionnaire, respectively. Data analysis procedures included means, frequencies, multivariate analysis of variance, and canonical correlation as quantitative techniques and trend analysis as the qualitative technique. Results suggest that: (1) there was some disparity in achievement across socioeconomic groups, but these differences were not as large as those found in previous research studies; (2) achievement of older students was less affected by socioeconomic status; (3) a higher percentage of paid-lunch students scored at or above grade equivalent than did free-lunch students; (4) principals expressed high expectations for students' academic achievement, but limited expectations for continuing education beyond high school; (5) principals expected teachers to impact student achievement through teaching methods and attitudes; (6) defined effective school programs were begun by initiators; (7) principals identified as managers ran schools with less variance across socioeconomic groups; and (8) managers tended to impact student achievement more than did initiators. Four data tables are included. (Author/TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC