Emphasis on Learning

Table of Contents

Correlates of Effectiveness

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 all three groups meet the 2.0 level. The values given to the correlate are:

• Parents: 1.923
• Teachers: 1.914
• Administrators: 1.926

Overall Patterns:

Teachers and Administrators identify four elements of this correlate they perceive not to be in place in the school district:
F: There are few interruptions in the classroom. (Parent perceptions approach effectiveness on this element, suggesting lower levels of support for this element.)
G: The school library is open when kids need to use it. (Parent perceptions approach effectiveness on this element, suggesting lower levels of support for this element.)
J: Instructional materials are most important when making budget decisions.
L: Instructional aides help out in the classroom.

Areas of Greatest Effectiveness:

All three groups identify element A as one of the most effective areas of this correlate:
A: Students are praised and rewarded for their achievements.

Areas of Greatest Concern:

All three groups give one of their highest mean scores to elements G and L:
G: The school library is open when kids need to use it.
J: Instructional materials are most important when making budget decisions.

Conclusions:

The congruence of opinion among members of all three groups surveyed is notable. This agreement suggests the district leaders should pay attention to the level of classroom interruptions (element F), accessibility to the school libraries (element G), the importance of instructional materials in budget considerations (element J), and the use of instructional aides in the classroom (element L). The agreement in these areas suggests overall concern about the quality of day-to-day classroom activities, materials and support facilities and services (libraries, aides).

Indicators of School Effectiveness: EMPHASIS ON LEARNING With this correlate, 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 the students. Distractions and interference of instruction and learning are minimized.
	Parents	Teachers	Administrators
Mean scores by responding group:	1.923	1.914	1.926
A. A. Students are praised and rewarded for their achievements.	1.763	1.554	1.571
B. The school formally recognizes good academic work throughout the school year.	1.754	1.690	1.714
C. The school gives students the chance to learn beyond classroom requirements.	2.035	1.881	1.800
D. Teaching and other school activities focus on student performance, responsibility and skills.	1.828	1.724	1.750
E. The school supports activities that help teachers improve their skills.	1.961	1.960	1.810
F. There are few interruptions in the classroom.	2.089	2.240	2.333
G. The school library is open when kids need to use it.	2.018	2.400	2.571
H. Teachers use many different ways to motivate students and increase participation in learning activities.	1.855	1.520	1.750
I. Staff members think about the students’ learning and interests when they make decisions or solve problems.	2.000	1.640	1.952
J. Instructional materials are most important when making budget decisions.	1.982	2.351	2.316
K. Audiovisual material and equipment are available and used.	1.939	1.840	1.810
L. Instructional aides help out in the classroom.	2.000	2.505	2.556
M. People can talk with the building administrators when they need to.	1.870	1.610	1.238
N. The district provides students with computers at school and makes special arrangements for children who do not have computers at home.	1.882	1.918	1.889