Monitoring

Table of Contents

Correlates of Effectiveness

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

• Parents: 1.738
• Teachers: 1.799
• Administrators: 1.668

Overall Patterns:

Teachers, parents and administrators demonstrate a high level of satisfaction with the area of Monitoring Student Progress: no group’s responses assigned a mean of greater than 2.0 to any correlate.

All groups identified the following three elements as being among the most effective in Oxford:
E: Tests are given regularly in all subjects to see how well students are doing.
C: Schools make sure students are learning by testing their skills and then finding ways to help them improve.
H: School test scores and other achievement information are shared regularly with parents and others.

Parents, teachers and administrators were also in agreement about an element that may not yet be in place in the district:
A: Standards used to measure gains in learning are clear to everyone and stress what students know and what they can do.

There was some disagreement, however, about the implementation of correlate G.
G: Teachers help students one-on-one throughout the school day.

Teacher and parent responses ranked it as one of their areas of concern, whereas administrator responses indicated satisfaction with its place in the school district.

Teachers and administrators ranked correlate D as one of their areas of greatest concern. Parent responses, however, did not indicate dissatisfaction with it.
D: Teachers take attendance and contact parents when children are absent.

Areas of Greatest Effectiveness:

All three groups agree express positive perceptions of the following elements, indicated by low mean response scores:
E: Tests are given regularly in all subjects to see how well students are doing.
C: Schools make sure students are learning by testing their skills and then finding ways to help them improve.
H: School test scores and other achievement information are shared regularly with parents and others.

Areas of Greatest Concern:

All three groups express concern in the following area, indicated by high mean response scores:
A: Standards used to measure gains in learning are clear to everyone and stress what students know and what they can do.

Conclusions:

The strong congruence of perceptions on individual elements of this correlate indicate that constituents are satisfied with the way in which student progress is monitored. The Oxford School District is to be commended for its success in this area.