CORRELATES OF EFFECTIVENESS

Regular surveys of school District constituents are encouraged in order
to continue to garner strong community support.

This factor supports clear efforts to improve school effectiveness and student learning. The district 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 parents or teachers. The results:

• Parents: ... 2.174

• Teachers: ... 2.179

• Administrators: ... 1.740

Parents and teachers show strong agreement on this correlate and on most of the individual elements. Overall, administrators' perceptions of Leadership in the district are more positive than parents' and teachers'. Concerns of parents and teachers are in the areas of communication (elements B and C), instructional leadership (element E), frequency with which building administrators visit classrooms (element F), cohesive teamwork (element J), evaluation procedures to measure progress (element K), and decision-making (elements G and L). Although administrators' scores are all within the range of effectiveness, they give the highest mean score to element F, suggesting they perceive that building administrators do not visit classrooms as frequently as they might. Administrators also give one of the highest mean scores to element K, which may indicate some concern with evaluation procedures to measure school progress.

Taken together, the data on the Leadership correlate suggest the district should examine reasons for the negative perceptions held by parents and teachers. Building administrators would do well to visit classrooms more often to foster a sense of shared community and teamwork within the schools among all personnel. Such visibility may also assist in improving communication within the school system and community. Improved communication can lead to greater involvement of all constituents in decision-making processes that relate to student learning, as well as school evaluation, improvement and management.

Parents and teachers perceive six elements not to be established in the district:

Parents further identify element C as not established:

Teachers perceive element J not to be established (parent perceptions approach effectiveness on this element):

All groups agree element I is among the most effective areas of Leadership within the district:

Parents and teachers agree the following element is among the most effective:

Parents and administrators agree element H is highly effective:

All three groups agree that element F is among the least effective elements of Leadership:

Parents and teachers agree element B is in need of attention:

Teachers and administrators identify element K among the least effective aspects of Leadership:

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 teachers and administrators, but not by parents. The values given to the correlate are:

• Parents: ... 2.100
• Teachers: ... 1.875
• Administrators: ... 1.817

Overall, parents report more negative perceptions of the Emphasis on Learning than teachers or administrators. Parents' greatest concerns surround areas related to student learning and instruction (elements J, I, H and F), as well as professional development to improve teaching (element E) and recognition of student achievement (element B). Teachers and administrators share with parents concern about distractions and interruptions of classroom learning (element F). Among the greatest concerns of teachers and administrators is that the district does not provide sufficient access to computers and other technology for all students (element N). Parent perceptions of this element approach, but do not achieve, the effectiveness level. Furthermore, while teachers and administrators perceive the district to be highly effective in providing students with opportunities beyond minimum classroom requirements (element C), parents express the concern that the primary considerations in making decisions and resolving issues may not be the learning and interests of students (element I).

These data suggest that priority should be given to addressing the general concerns of all three groups regarding instruction and learning. This would include examining the effectiveness of classroom instruction (with focus on staff development, the frequency and reasons for interruptions and distractions, variety of teaching methods, and decision-making related to student learning), instructional materials (both resource allocation and accessibility, particularly of technology), and recognition of student achievement.

Parents and teachers agree one element is not established in the district:

Teachers and administrators identify an additional element they perceive not to be established:

Parents identify five additional elements they perceive not to be effective:

All groups agree element G is among the most effective aspects of the Emphasis on Learning in the district:

Teachers and administrators agree element C is among the best established elements (parent perceptions approach effectiveness on this element):

Parents and teachers identify element J as being among the least effective elements of the Emphasis on Learning:

Parents and administrators agree element I is one of the least effective elements:

Teachers and administrators agree elements F and N are among the least effective:

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 administrators; parents' and teachers' scores approach 2.0. The values given to the correlate are:

• Parents ... 2.021
• Teachers ... 2.069
• Administrators ... 1.901

An overall pattern of agreement exists among all the groups on the School Climate correlate. The greatest concern of parents, teachers and administrators is the apparent lack of parent volunteering and participation in school committees and functions (elements A and H). In addition, all groups report some degree of negative perception of teacher and student absences (element J) and the broad participation of student groups in school activities (element G).

All groups have more positive perceptions of student participation overall (element B); the apparent contradiction with perceptions on element G may result from a perception that many students take part in activities, but that some groups of students are not involved in many school functions, organizations or events. Positive perceptions also exist of the overall appearance of the schools (element E) and the image of the schools in the local media and community (element I).

The data suggest it would be worthwhile to establish focus groups consisting of parents, teachers, and administrators to examine the reasons for the perceived lack of parent involvement in school activities and functions. Improving communication channels and identifying a variety of strategies to encourage parent participation would be helpful. Increased parent participation may have a positive impact on student involvement and attendance, as well.

All groups perceive one element not to be effective in the district:

Parents and teachers agree that two additional elements are not established:

Teachers and administrators agree one other element is not in place in the district:

All groups agree element E is among the most effective aspects of School Climate:

Parents and teachers identify elements B and I among the most effective:

All groups agree elements H and J are among the least effective elements of School Climate in the district:

Teachers and administrators agree element A is among the least effective:

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 not met by parents and teachers; administrators' score approach 2.0. The values given to the correlate are:

• Parents ... 2.172
• Teachers ... 2.107
• Administrators ... 2.068

One clear concern stands out in the survey results on the Monitoring Student Progress correlate: Parents, teachers and administrators perceive weaknesses in the use, collection and reporting of data (elements C, E, H). District leaders should consider a review of the comprehensiveness of student assessment, the use of student outcome data for planning purposes, and the effectiveness of the processes in place to collect and report data to the school community.

In addition, both parents and administrators show some concern over the criteria for assessment (element A). It may be that the district does not have a clear set of criteria, or that these criteria are not being communicated clearly throughout the district and to families.

Some disagreement exists regarding the provision of individual assistance to students throughout the day (element G). Teachers identify this element as one of the most effective, and parents perceive it as one of the least effective element of the Monitoring correlate. Reasons for this apparent discrepancy may relate to the lack of parent involvement perceived by all groups surveyed (see discussion of the School Climate correlate above); in other words, parents do not see the methods teachers employ with students on a day-to-day basis in the classroom. The discrepancy may also stem from a lack of a shared definition of what constitutes "individual assistance." In any case, it appears there may be a problem with communication between teachers and parents.

All groups agree three elements of the Monitoring Student Progress correlate are not in place in the district:

Parents and administrators identify an additional element they perceive to be ineffective:

Parents identify two additional elements they perceive as not being established:

All groups agree that elements B and D are among the most effective element of Monitoring Student Progress in the district. It should be noted, however, that administrator perceptions approach, but do not achieve, effectiveness on element B; and teacher perceptions approach effectiveness on element D.:

All groups agree that element H is among the least effective elements of this correlate:

Parents and teachers agree element C is among the least effective:

Teachers and administrators identify element E as one of the least effective:

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 three groups. The values given to the correlate by each group are:

• Parents ... 1.867
• Teachers: ... 1.723
• Administrators ... 1.858

Overall, there are positive perceptions of the effectiveness of High Expectations in the district. There is some concern, however, regarding test scores on standardized tests (element I) and the rigor of classroom activities and materials (element G). It would be worthwhile to investigate and address the concerns in these areas, especially among parents.

Parents report negative perceptions of element I:

All agree elements B and D are among the most effective elements of the High Expectations correlate in the district:

Teachers and administrators agree element A is effective:

All groups identify element G as being among the least effective elements of this correlate. (It should be noted, however, that teachers' mean score is < 2.0; and parent and administrator perceptions approach effectiveness):

Parents and teachers identify element I among the least effective elements:

Parents and administrators identify element F among the least effective:

Teachers and administrators give highest mean scores to element C: