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

• Parents: 1.710
• Teachers: 1.816
• Administrators: 1.720

Overall Patterns:

Parents generally expressed satisfaction with Emphasis on Learning: no correlates had values over 2.0.

Teachers and administrators agree that three elements are not being effectively implemented in the district:
N: The district provides students with computers at school and makes special arrangements for children who do not have computers at home.
F: There are few interruptions in the classroom.
J: Instructional materials are most important when making budget decisions.

Teachers and administrators agreed that correlate E is in place in the Oxford School district:
E: The school supports activities that help teachers improve their skills.

Areas of Greatest Effectiveness:

Administrators and teachers gave one of their lowest scores to correlate E, indicating a high degree of satisfaction:
E: The school supports activities that help teachers improve their skills

Parents and teachers gave one of their lowest scores to correlate A, indicating a high degree of satisfaction:
A: Students are praised and rewarded for their achievements

Areas of Greatest Concern:

Teachers and administrators assigned their three highest scores to the same three areas, indicating a high level of concern:
N: The district provides students with computers at school and makes special arrangements for children who do not have computers at home.
F: There are few interruptions in the classroom.
J: Instructional materials are most important when making budget decisions.

Conclusions:

Responses indicate that parents are generally very pleased with the emphasis the Oxford School District places on learning. Teachers and administrators tended to show more concern, and were in agreement about the areas that may need attention. The availability of instructional and technological materials (N, J) is a concern, as is an interruption-free classroom environment (F). The fact that teachers and administrators are in the schools daily and witness the effects of factors such as a lack of instructional materials may explain their concern relative to that of parents.