The Educational Testing Service conducted surveys in 55 cities across the nation to measure dissatisfaction rates among school district constituents (See 10/27/99 Education Week, "ETS Analysis Tracks Parent Dissatisfaction."). Of the many important observations, one stands out:
Regular surveys of school district constituents are encouraged in order to continue to garner strong community support.
The SchoolMatch Survey of Perceptions gauges the perceptions of four major school system constituents: administrators, other School Division personnel, teachers and parents. Survey questions are based on the Correlates of Effectiveness and specific related elements in the following areas:
More information about the Correlates of Effectiveness and effective school practices may be found in the Introduction, Part A of this report.
Data Collection:
Information related to the Correlates of Effectiveness is collected in two ways:
The data obtained are used to establish the degree to which the correlates are perceived by each group to be operating in the Chesterfield County School Division.
The questionnaire uses a scale of 1-4 to evaluate the various elements of an effectiveness correlate:
An average score of 2.0 or lower for an effectiveness correlate indicates that the correlate is perceived to be established in the School Division. Correlates whose average is greater than 2.0 need attention. Likewise, individual elements within a particular correlate can be improved when behaviors associated with effectiveness correlates and their individual elements are established; that is, school personnel consistently display them. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
Overview of Discussion
The discussion of perception survey results can take many forms. In some cases, auditors may consider variances among responses to individual elements, may comment on the most and least effective elements identified by each group, may identify patterns of agreement and disagreement, or may combine these, and other, approaches. In all cases, the form of the discussion is tailored to the unique variables and patterns within a particular school system.
In analyzing the perception survey data, it is important to look for significant differences and similarities in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the positive things happening in the Division. The Site Visit Team has identified some of the most significant findings related to each correlate of effectiveness.
For this report, SchoolMatch consultants searched for patterns of agreement that revealed the areas of greatest effectiveness and greatest concern for each of the five correlates. Areas of greatest effectiveness were indicated by the lowest mean scores given by each group to individual elements. Conversely, the highest mean scores given by each group to individual elements indicated areas of greatest concern. The discussions focus on those elements to which more than one group gave one of their lowest or highest mean scores, even when those scores meet or fall below the 2.0 level.
Please review the summary data presented on the pages following the discussion of results for each correlate in order to locate other patterns which may be helpful in enhancing that correlate within the Division.
The following perception survey results were obtained from an analysis of all complete parent, teacher, administrator and other school personnel perception surveys received in the SchoolMatch offices.
A. LEADERSHIP
This factor supports clear efforts to improve school effectiveness and student learning. The Division is well organized in support of student priorities when the perceptions meet the value of 2.0. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
An analysis of the perception data for the LEADERSHIP correlate indicates that the 2.0 level of effectiveness is met by administrators, but not by parents, teachers and other School Division personnel. The results:
Observations:
While the challenge to keep communication lines open and strong among 58 school buildings across a large geographical area is understandable, effective communication is essential among all elements of the Chesterfield County School constituency. At the heart of concern among all four responding groups is absence of clear information on School Division goals and policies. In the presence of actionable information on Division-wide goals and objectives, all other concerns expressed in this Leadership correlate could be resolved.
The Chesterfield County Public Schools Six-Year Improvement Plan is well-designed and comprehensive in all areas except those of effective two-way communication and a system for engaging every constituent element in the planning, implementation, and feedback phases of Division goal setting.
Overall Patterns:
All four groups perceive five elements not to be established in the Division:
B: Clear and concise communication occurs throughout the school system.
J: School district leaders involve students in the decision-making process.
M: The district utilizes personnel effectively throughout the School district.
N: The district is effective in building cohesive teamwork among staff.
P: Decisions are made after hearing from those affected.
Parents, teachers and other School Division personnel perceive an additional five elements as not established:
G: The building administrators visit classrooms frequently.
H: School district leaders involve faculty in the decision-making process.
I: School district leaders involve parents in the decision-making process.
K: The central administration is consistent in carrying out school policy.
Q: Decisions are based on clear and reasonable criteria.
Areas of Greatest Effectiveness:
All four groups agree elements C and R are among the most effective elements of Leadership in the Division:
C: The building administrators establish objectives for the school.
R: Parents, teachers and students can talk to the Principal.
Areas of Greatest Concern:
All four groups agree element J is among the least effective element of the Leadership correlate:
J: School district leaders involve students in the decision-making process.
Parents, teachers and other School Division personnel agree element P is among the least effective:
P: Decisions are made after hearing from those affected.
|
This correlate reflects a clear effort on the part of School Division leadership to support improvement in effectiveness and student learning. A Division is well-organized in support of student priorities when perceptions meet, or fall below, the average of 2.0. |
||||
|
Parents |
Teachers |
Administrators |
Other School Division Personnel |
|
Mean scores by responding group: |
2.109 |
2.148 |
1.828 |
2.182 |
|
A. Evidence exists of clear central planning and organization with timelines |
1.955 |
1.853 |
1.677 |
1.991 |
|
B. Clear and concise communication occurs throughout the school system. |
2.197 |
2.323 |
2.158 |
2.388 |
|
C. The building administrators establish objectives for the school. |
1.928 |
1.832 |
1.465 |
1.842 |
|
D. The building administrators communicate school objectives to staff and the community |
2.005 |
1.865 |
1.436 |
1.909 |
|
E. The building administrators initiate professional development activities for the teachers. |
2.011 |
2.039 |
1.879 |
2.009 |
|
F. The central administration provides instructional leadership. |
2.026 |
2.101 |
1.901 |
2.100 |
|
G. The building administrators visit classrooms frequently. |
2.271 |
2.373 |
1.700 |
2.162 |
|
H. School district leaders involve faculty in the decision-making process. |
2.273 |
2.530 |
1.970 |
2.505 |
|
I. School district leaders involve parents in the decision-making process |
2.392 |
2.178 |
1.860 |
2.398 |
|
J. School district leaders involve students in the decision-making process |
2.679 |
2.762 |
2.418 |
2.770 |
|
K. The central administration is consistent in carrying out school policy. |
2.049 |
2.172 |
1.960 |
2.310 |
|
L. The district has assembled a high quality staff. |
1.954 |
1.808 |
1.584 |
1.894 |
|
M. The district utilizes personnel effectively throughout the school district. |
2.150 |
2.304 |
2.050 |
2.414 |
|
N. The district is effective in building cohesive teamwork among staff. |
2.107 |
2.351 |
2.061 |
2.360 |
|
O. Schools have set up evaluation procedures to measure progress toward school goals. |
1.946 |
1.960 |
1.670 |
2.000 |
|
P. Decisions are made after hearing from those affected. |
2.289 |
2.412 |
2.040 |
2.509 |
|
Q. Decisions are based on clear and reasonable criteria. |
2.192 |
2.262 |
1.878 |
2.309 |
|
R. Parents, teachers and students can talk to the Principal. |
1.696 |
1.660 |
1.267 |
1.582 |
B. EMPHASIS ON LEARNING
This factor indicates that the schools' main priority is the learning of students. Distractions and interruptions of instruction and learning are minimized when this correlate is met at the 2.0 level. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
An analysis of the perception data for the EMPHASIS ON LEARNING correlate indicates that the 2.0 level is met by all four groups. The values given to the correlate are:
Observations:
No clear pattern of agreement exists among the four responding groups for those elements of least and greatest effectiveness, except in the use of computer resources for students who have no computer at home. One of the five major initiatives of CCPS Six-Year Improvement Plan focuses on the effective use of technology. The Division's commitment could be creatively expanded to include use of computers in and outside of the classroom.
Parents' concern that learning and the interests of students are not the clear focus of the Division demands closer investigation, at the earliest possible time.
The remaining elements, identified as not yet effective, and the inconsistencies in responses among the constituent groups may be further evidence of need for improved communication throughout the Division.
Overall Patterns:
All four groups perceive element O not to be established in the Division:
O: The district makes special arrangements for children who do not have computers at home.
Parents, teachers and other School Division personnel perceive elements F and J not to be established in the Division:
F: Distractions and interruptions of classroom learning activities are minimized.
J: Instructional materials are given highest priorities in the allocation of resources.
Parents and administrators agree element E is not established in the Division:
E: Support exists throughout the school for professional development activities aimed at improving teaching.
Parents further identify element I as not established in the Division:
I: The primary considerations in the making of decisions and resolving of issues by staff are the learning and interests of students.
Areas of Greatest Effectiveness:
All four groups agree element A is among the most effective aspects of the Emphasis on Learning in the Division:
A: Student achievement is continually given formal and informal recognition.
Parents, teachers, and other School Division personnel agree that element M is among the most effective in the Division:
M: The building administrators are visible and accessible.
Areas of Greatest Concern:
All four groups agree element O is among the least effective elements in the Emphasis on Learning correlate.
O: The district makes special arrangements for children who do not have computers at home.
Parents, teachers and other School Division personnel agree elements F and J are among the least effective:
F: Distractions and interruptions of classroom learning activities are minimized.
J: Instructional materials are given highest priorities in the allocation of resources.
|
With this factor, it is clear through the allocation of resources, structure of the school, and rationale for decisions, that the school's main priority is the learning of students. Distractions and interference of instruction and learning are minimized. |
||||
|
Parents |
Teachers |
Administrators |
Other School Division Personnel |
|
Mean scores by responding group: |
1.984 |
1.891 |
1.681 |
1.891 |
|
A. Student achievement is continually given formal and informal recognition. |
1.841 |
1.635 |
1.422 |
1.686 |
|
B. The school has established formal procedures which operate throughout the school year to provide recognition for academic achievement. |
1.852 |
1.712 |
1.529 |
1.681 |
|
C. The school provides students with opportunities for learning beyond minimum classroom requirements. |
1.944 |
1.787 |
1.549 |
1.856 |
|
D. Instructional and other school activities focus on student performance, responsibility, and skill development. |
1.872 |
1.646 |
1.451 |
1.767 |
|
E. Support exists throughout the school for professional development activities aimed at improving teaching. |
2.089 |
1.998 |
1.706 |
2.045 |
|
F. Distractions and interruptions of classroom learning activities are minimized. |
2.064 |
2.222 |
1.755 |
2.168 |
|
G. The school library is open during peak times of student availability. |
1.872 |
1.675 |
1.560 |
1.592 |
|
H. Teachers use a variety of instructional methods to motivate student learning and increase student participation in learning activities. |
1.939 |
1.543 |
1.650 |
1.858 |
|
I. The primary considerations in the making of decisions and resolving of issues by staff are the learning and interests of students. |
2.129 |
1.813 |
1.647 |
1.887 |
|
J. Instructional materials are given highest priorities in the allocation of resources. |
2.185 |
2.211 |
1.794 |
2.109 |
|
K. Audio-visual material and equipment are available and utilized. |
1.890 |
1.777 |
1.627 |
1.709 |
|
L. Instructional aides are utilized to support student learning. |
1.992 |
1.947 |
1.647 |
1.765 |
|
M. The building administrators are visible, accessible. |
1.827 |
1.777 |
1.304 |
1.675 |
|
N. The district provides students with computers at school. |
1.877 |
1.949 |
1.772 |
1.906 |
|
O. The district makes special arrangements for children who do not have computers at home. |
2.594 |
2.926 |
3.00 |
2.945 |
C. SCHOOL CLIMATE
This factor is manifest in student respect for the physical plant, strong parent involvement and positive staff and student morale. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
An analysis of the perception data for the SCHOOL CLIMATE correlate indicates that the level of 2.0 is met by parents, teachers and administrators; other School Division personnel’s score approaches effectiveness. The values given to the correlate are:
Observations:
There is general agreement that CCPS maintains facilities, that all constituents respect and support that goal, and that CCPS has a positive community image. Teachers and other School Division personnel share concerns about student attendance, but attendance data reported by the School Division show that overall student attendance is above the average for the cohort group and approaches effectiveness. Data reported by each school, do indicate that student attendance is below the mean at some schools. Perceptions of student attendance may reflect responses from teachers and other personnel at individual schools where student attendance rates are low.
In light of the concerns raised in the correlate on School Climate, it may serve the Division well to consider these questions:
Overall Patterns:
Parents, teachers and other School Division personnel perceive element G not to be established in the Division:
G: All student groups participate broadly in school activities.
Teachers and other School Division personnel perceive two additional elements as not established:
H: There is wide parent participation in school committees and functions.
K: Student absences are low.
Teachers further identify two elements perceived not to be established:
A: Parent volunteers contribute widely in the functioning of the school.
B: A high level of student participation and attendance at school functions exists.
Other School Division personnel further identify element J as not established:
J: Teacher absences are low.
Areas of Greatest Effectiveness:
Parents, teachers and other School Division personnel agree element E is among the most effective aspects of School Climate:
E: Appearance of the campus is orderly and well maintained.
Teachers, administrators and other School Division personnel agree element F is among the most effective:
F: There is acceptance of diverse student backgrounds.
Parents, administrators and other School Division personnel agree element I is among the most effective:
I: The school has a positive image in the local media and community.
Areas of Greatest Concern:
Parents, teachers and other School Division personnel agree element G is among the least effective aspects of School Climate in the Division:
G: All student groups participate broadly in school activities.
Teachers and other School Division personnel agree elements H and K are among the least effective:
H: There is wide parent participation in school committees and functions.
K: Student absences are low.
|
Students and parents should exhibit pride and loyalty to their school. The entire school community should possess a commitment to the school's goals. This quality is manifest in student respect for the physical plant, strong parent involvement, and positive staff and student morale. |
|||||
|
Parents |
Teachers |
Administrators |
Other School Division Personnel |
|
|
Mean scores by responding group: |
1.870 |
1.988 |
1.666 |
2.005 |
|
|
A |
Parent volunteers contribute widely in the functioning of the school. |
1.693 |
2.078 |
1.784 |
1.958 |
|
B |
A high level of student participation and attendance at school functions exists. |
1.832 |
2.112 |
1.713 |
1.991 |
|
C |
Incidents of vandalism are minimal. |
1.821 |
1.882 |
1.618 |
2.000 |
|
D |
There is a high degree of cooperation between building administrators and staff. |
1.879 |
1.951 |
1.366 |
1.975 |
|
E |
Appearance of the campus is orderly and well maintained. |
1.760 |
1.824 |
1.618 |
1.917 |
|
F |
There is acceptance of diverse student backgrounds. |
1.867 |
1.681 |
1.535 |
1.800 |
|
G |
All student groups participate broadly in school activities. |
2.063 |
2.112 |
1.693 |
2.116 |
|
H |
There is wide parent participation in school committees and functions. |
1.976 |
2.232 |
1.951 |
2.198 |
|
I |
The school has a positive image in the local media and community. |
1.790 |
1.917 |
1.485 |
1.899 |
|
J |
Teacher absences are low. |
1.943 |
1.893 |
1.770 |
2.026 |
|
K |
Student absences are low. |
1.984 |
2.213 |
1.790 |
2.207 |
D. MONITORING STUDENT PROGRESS
This factor indicates that systematic procedures exist for measuring student achievement. Such procedures document achievement in specific areas, establish need for instructional improvement and develop priorities for the allocation of resources. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
Analysis of the perception data for the MONITORING correlate indicates that the 2.0 level is met by teachers and administrators, but not by parents and other School Division personnel. The values given to the correlate are:
Observations:
The Chesterfield County Public Schools provided SchoolMatch with ample evidence that it uses data internally to drive the decision-making process. Survey responses suggest that division administration may not have found the most effective means for delivering data as information to parents, teachers, and other professionals. The Division may want to review and then increase the frequency of reporting school outcomes to parents and to the community, building in a feedback mechanism for continuous improvement.
The Division needs to clarify for all constituents standards used to measure student achievement.
Overall Patterns:
Parents, teachers and other School Division personnel perceive elements B and I not to be established in the Division:
B: Standards used to measure gains in learning stress what students know and what they can do.
I: Data on student learning are regularly collected and reviewed with all members of the school community.
Teachers and other School Division personnel perceive element E not to be established:
E: Attendance data are regularly reviewed, follow-up contacts with the home initiated, progress recorded.
Parents and other School Division personnel perceive an additional two elements as not established:
A: Standards used to measure gains in learning are clear to everyone.
H: Teachers provide students with individual assistance throughout the day.
Parents further identify two elements perceived not to be established:
D: Schools monitor student progress by evaluating abilities and prescribing strategies for improvement.
G: Frequent communication occurs between special program teachers and teachers of regular classes and between counselors and teachers.
Areas of Greatest Effectiveness:
All four groups agree elements C and F are among the most effective elements of the Monitoring correlate in the Division:
C: Clear learning objectives exist throughout the curriculum.
F: Achievement tests in the varied subjects are utilized to determine student progress.
Areas of Greatest Concern:
Parents, teachers and other School Division personnel agree elements B and I are among the least effective elements in the Division:
B: Standards used to measure gains in learning stress what students know and what they can do.
I: Data on student learning are regularly collected and reviewed with all members of the school community.
|
This factor stipulates that systematic procedures exist for measuring the achievement of students across a wide spectrum of their learning experiences. Such procedures document the change in student achievement in specific areas, curriculum areas in need of improvement, priorities for the allocation of resources, and others. |
|||||
|
Parents |
Teachers |
Administrators |
Other School Division Personnel |
Mean scores by responding group: |
2.088 |
1.914 |
1.749 |
2.045 |
|
A |
Standards used to measure gains in learning are clear to everyone. |
2.171 |
1.878 |
1.723 |
2.106 |
|
B |
Standards used to measure gains in learning stress what students know and what they can do. |
2.185 |
2.080 |
1.800 |
2.179 |
|
C |
Clear learning objectives exist throughout the curriculum. |
2.002 |
1.750 |
1.634 |
1.946 |
|
D |
Schools monitor student progress by evaluating abilities and prescribing strategies for improvement. |
2.111 |
1.901 |
1.663 |
1.974 |
|
E |
Attendance data are regularly reviewed, follow-up contacts with the home initiated, progress recorded. |
1.910 |
2.045 |
1.832 |
2.099 |
|
F |
Achievement tests in the varied subjects are utilized to determine student progress. |
1.913 |
1.792 |
1.670 |
1.853 |
|
G |
Frequent communication occurs between special program teachers and teachers of regular classes and between counselors and teachers. |
2.081 |
1.965 |
1.673 |
1.904 |
|
H |
Teachers provide students with individual assistance throughout the day. |
2.295 |
1.753 |
1.762 |
2.139 |
|
I |
Data on student learning are regularly collected and reviewed with all members of the school community. |
2.126 |
2.077 |
1.990 |
2.221 |
E. HIGH EXPECTATIONS
This factor indicates the school staff is dedicated to having each student learn at the highest possible level. Challenging experiences are conducted to have students contribute their best work. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate.
Analysis of the perception data for the HIGH EXPECTATIONS correlate indicates the 2.0 level is met by all four groups. The values given to the correlate by each group are:
Observations:
All four responding groups agree that the Chesterfield County Public Schools has achieved effectiveness in the area of high expectations.
Overall Patterns:
Teachers and other School Division personnel perceive element I not to be established in the Division:
I: Test scores on standardized tests exceed expected scores for comparable schools.
Other School Division personnel also perceive elements C and G not to be established:
C: Rules regarding attendance and promptness are made clear in class.
G: Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations and evaluation over memorization and recall.
Areas of Greatest Effectiveness:
All four groups agree elements A, D, and H are among the most effective elements of the High Expectations correlate in the Division:
A: Teachers regularly require learning beyond the classroom, e.g. homework assignments.
D: Students are expected to be fully prepared for their classes.
H: Students are held responsible for missed work.
Areas of Greatest Concern:
Parents, teachers, administrators, and other Division professionals agree element I is among the least effective elements of the High Expectations correlate:
I: Test scores on standardized tests exceed expected scores for comparable schools.
|
This factor stipulates that the school staff is dedicated to having each student reach his/her potential in terms of learning and personal growth. Challenging experiences are conducted to have each student reach this goal. |
|||||
|
Parents |
Teachers |
Administrators |
Other School Division Personnel |
|
|
Mean scores by responding group: |
1.770 |
1.692 |
1.594 |
1.841 |
|
|
A |
Teachers regularly require learning beyond the classroom, e.g., homework assignments. |
1.648 |
1.483 |
1.412 |
1.547 |
|
B |
Rules regarding attendance and promptness are made clear in class. |
1.674 |
1.552 |
1.461 |
1.752 |
|
C |
Rules regarding attendance and promptness are applied consistently in class. |
1.796 |
1.787 |
1.569 |
2.009 |
|
D |
Students are expected to be fully prepared for their classes. |
1.589 |
1.544 |
1.431 |
1.588 |
|
E |
During classroom instruction, teacher-student interaction is the dominant instructional mode. |
1.855 |
1.641 |
1.670 |
1.825 |
|
F |
Students are actively engaged with learning activities throughout most of the class time. |
1.896 |
1.623 |
1.594 |
1.896 |
|
G |
Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations, and evaluation over memorization and recall. |
1.920 |
1.887 |
1.824 |
2.110 |
|
H |
Students are held responsible for missed work. |
1.638 |
1.672 |
1.529 |
1.746 |
|
I |
Test scores on standardized tests exceed expected scores for comparable schools. |
1.947 |
2.078 |
1.869 |
2.167 |
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