Correlates of Effective SchoolsCorrelates of Effective Schools

Association for Effective School, Inc.

Adapted from Larry Lazotte

James Colemann ReportJames Colemann Report

• Funded by the U. S. Department of Education—mid 1970’s

• Family background determines a students success in school.

• Children from poor families cannot learn like other children.

• Minority children cannot learn like children that are not minorities.

• If parents are not highly educated, we cannot expect their children to achieve above the level of their parents.

• Ronald Edmonds—Harvard University

• Larry Lezotte—Michigan State University

• Wilbur Brookover—Michigan State University

• Agreed that background was important but not the determining factor

• They created a research project to find schools where low income students, minority students, poor family background students were being successful.

Seven common factors in all of Seven common factors in all of the successful schoolsthe successful schools1. Clear School Mission

2. High Expectations for Success

3. Instructional Leadership

4. Frequent Monitoring of Student Progress

5. Opportunity to Learn and Student Time on Task

6. Safe and Orderly Environment

7. Home—School Relations.

Clear School MissionClear School Mission

• A clearly articulated school mission

• Commitment to instructional goals

• Assessment procedures

• Accountability

• Staff accepts responsibility for students’ learning

High Expectations for SuccessHigh Expectations for Success

• The staff believes and demonstrates• All students can attain mastery• All students can develop required school

skills• Students are capable of learning

Instructional LeadershipInstructional Leadership

• Principal acts as instructional leader

• Persistently communicates school mission to staff, parents and students

• Principal understands and applies effective skills in management of instructional program

Frequent Monitoring of Student Frequent Monitoring of Student ProgressProgress• Student academic progress is

measured frequently

• Variety of assessment procedures

• Assessment results are used to improve instruction

• Assessment results are used to improve learning

Opportunity to Learn and Opportunity to Learn and Student Time on TaskStudent Time on Task• Teachers allocate a significant amount of

classroom time to instruction• High percentage of time students are

engaged• Large group, small group, teacher-directed

learning activities• (Schools that are not effective have students

actively engaged about 50% of time.)

Opportunity to Learn and Opportunity to Learn and Student Time on TaskStudent Time on Task• School Day = 420 minutes—Seven hours

• Lunch ------------------------------ 30 minutes• Changing classes--------------- 35 minutes • Announcements—pledges----15 minutes • Check roll-collect papers-handout papers• 10 minutes per class-------------60 minutes• Six hour period-- 46 minutes of

instructional time/practice time per class• Poorly organized teachers will have much less

Safe and Orderly EnvironmentSafe and Orderly Environment

• Businesslike atmosphere

• Free from threat of physical harm

• Climate is not oppressive

• School is orderly, purposeful

• Conducive to teaching and learning

Home---School RelationsHome---School Relations

• Parents understand and support school’s basic mission

• Parents are given opportunity to be important role

• Parents are supported through ‘parent education programs’

• School recognizes the importance of good home/school relation

• School attempts to be available to parents before and after school.

What do parents consider #1?What do parents consider #1?

1. Clear School Mission

2. High Expectations for Success

3. Instructional Leadership

4. Frequent Monitoring of Student Progress

5. Opportunity to Learn and Student Time on Task

6. Safe and Orderly Environment

7. Home—School Relations.