High Expectations

Observations:

The school district is commended for the strong positive perceptions of High Expectations held by all three constituent groups surveyed.

Overall Patterns:

All three groups find all elements of the High Expectations correlate to be established in the Polk County School District.

Areas of Greatest Effectiveness:

All three groups agree that element D is among the most effective elements of High Expectations in the district:
D: Students are expected to be ready for class.

Teachers and administrators agree that element B is among the most effective:
B: Rules about attendance and promptness are made clear in class.

Parents and administrators agree that element A is among the most effective:
A: Teachers expect students to learn beyond the classroom; for example, teachers give homework.

Areas of Greatest Concern:

Please note that all elements of this correlate are perceived to be effective. However, an important management tool is to examine patterns in the data to determine any striking similarities or differences. In the case of Polk County Schools’ stakeholder groups, Item I, in the aggregate, was given the lowest rating of any indicator within the High Expectations correlate. Similarly, all stakeholder groups perceived Item G in like fashion. Such consistency in responses deserves to be highlighted in order that school officials can be made aware of this solidarity of perceptions.

All three groups give one of their highest mean scores to elements G and I:
G: Classroom learning activities are challenging; that is, students analyze and make judgments rather than just memorize information.
I: Scores on standardized tests are as good as or better than scores from other similar schools.

Parents and teachers give one of their highest mean scores to element F:
F: Students are busy doing schoolwork during most of the class time.