High Expectations

Table of Contents

Correlates of Effectiveness

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

• Parents: 1.587
• Teachers: 1.694
• Administrators: 1.634

Overall Patterns:

No group had a mean score response greater than 2.0, indicating a high degree of satisfaction in the area of High Expectations.

All three groups perceive elements D, A and B as being in place in the district:
D: Students are expected to be fully prepared for their classes.
A: Teachers regularly required learning beyond the classroom, e.g., homework assignments.
B: Rules regarding attendance and promptness are made explicit in class.

All three groups perceive element G as not being in place in the district:
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 groups give one of their lowest mean scores to the following elements, indicating agreement that they are in place in the district:
D: Students are expected to be fully prepared for their classes.
A: Teachers regularly required learning beyond the classroom, e.g., homework assignments.
B: Rules regarding attendance and promptness are made explicit in class.

Areas of Greatest Concern:

All groups give one of their highest mean scores to the following element:
G: Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations, and evaluation over memorization and recall.

Teachers and administrators expressed concern over element C:
C: Rules regarding attendance and promptness are applied consistently in class

Administrators gave one of their highest mean scores to element I:
I: Test scores on standardized tests exceed expected scores for comparable schools.

Parents expressed concern over element F:
F: Students are actively engaged with learning activities throughout most of the class time.

Conclusions:

The strong congruence of positive perceptions indicates that constituents are satisfied that Oxford has high expectations for its students.