W H AT M A D E T H E S C H O O L S U C C E S S ?

a. low levels of student differentiation;

b. high levels of school autonomy in

formulating curricula and using assessments

with low levels of school competition;

c. spending in education that prioritises

teachers’ salaries over smaller classes.

T H E L E A R N I N G E N V I R O N M E N T I N S I D E S C H O O L S A N D C L A S S R O O M S

Research on what makes schools effective finds that learning requires

an orderly and co-operative environment, both in and outside the

classroom (Jennings and Greenberg, 2009). effective schools are

characterised by amiable and supportive teacher-student relations that

extend beyond the walls of the classroom. In such schools, academic

activities and high student performance are valued by both students and

teachers (Scheerens and Bosker, 1997; Sammons, 1999; Taylor, Pressley

and Pearson, 2002).

http://www.oecd.org/dataoecd/11/16/48852721.pdf

Resources invested in education:

Effective school systems require the right combination of

trained and talented personnel, adequate educational

resources and facilities and motivated students ready to learn.

In the public debate, factors such as class and school size, the

quality of teaching materials, perceived staff shortages and

teacher quality are frequently associated with performance.

Ron Edmonds (1982) uses high-performing schools to identify the

common characteristics that could be the source of their success.

This literature has found that successful schools have strong

instructional leadership (Davis and Thomas 1989; Purkey and Smith

1983; Terry 1996); frequent monitoring of student progress (Levine

and Lezotte 1990; Newmann and ssociates 1996); shared goals and

professional community (Davis and Thomas 1989; DarlingHammond

1996); parental involvement (Fullan and Stiegelbaur 1991; Levine and

Lezotte 1990; Purkey and Smith 1983); and a positive and

academically focused school climate (Hoy and Hannum 1997;

Rosenholtz 1985)

Ron Edmonds (1982) uses high-performing schools to identify the

common characteristics that could be the source of their success.

1) strong instructional leadership (Davis and Thomas 1989; Purkey and

Smith 1983; Terry 1996);

2) frequent monitoring of student progress (Levine and Lezotte 1990;

Newmann and Associates 1996);

3) shared goals and professional community (Davis and Thomas 1989;

DarlingHammond 1996); parental involvement (Fullan and

Stiegelbaur 1991; Levine and Lezotte 1990; Purkey and Smith 1983);

4) and a positive and academically focused school climate (Hoy and

Hannum 1997; Rosenholtz 1985)

The most recent body of research on school effectiveness

(e.g., Ellis et al. 2007; Williams et al. 2005; Oberman et al.

2005) finds similar results:

(1) increased instructional time;

(2) ongoing diagnostic assessment;

(3) parents as partners in learning;

(4) professional development to improve

student achievement; and

(5) collaboration among teachers and staff

THREE FACTORS

(1) high-quality teachers and staff;

(2) implementation of a standards-based curriculum; and

(3) coherence of instruction across classrooms.

D I S C U S S I O N A N D C O N C L U S I O N

Successful schools seem to differ from other

schools mostly in terms of higher teacher quality (in

aspects beyond their formal education and years of

experience), higher control over the hiring of teachers,

effective implementation of their curriculum using

curriculum guides, data-driven decisions regarding

instruction, and programs and/or interventions that

complement the core curriculum.

Thank you very much!

VICENTE G. AREVALO

Reporter

(1) increased instructional time;

(2) ongoing diagnostic assessment;

(3) parents as partners in learning;

(4) professional development to improve

student achievement; and

(5) collaboration among teachers and staff