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History of Effective Schools

Correlates of Effective Schools: 1989 - Present

Clear and Focused School Mission

There is a clearly articulated mission for the school through which the staff shares an understanding of and a commitment to the instructional goals, priorities, assessment procedures, and accountability

Safe and Orderly Environment

There is an orderly, purposeful atmosphere that is free from the threat of physical harm for both students and staff.  However, the atmosphere is not oppressive and is conducive to teaching and learning.

High Expectations

The school displays a climate of expectation in which the staff believes and demonstrates that students can attain mastery of basic skills and that they (the staff) have the capability to help students achieve such mastery.

Opportunity to Learn and Time on Task

Teachers allocate a significant amount of classroom time to instruction in basic skills areas.  For a high percentage of that allocated time, students are engaged in planned learning activities directly related to identified objectives.

Instructional Leadership

The principal acts as the instructional leader who effectively communicates the mission of the school to the staff, parents, and students, and who understands and applies the characteristics of instructional effectiveness in the management of the instructional program at the school.

Frequent Monitoring of Student Progress

Feedback on student academic progress is frequently obtained.  Multiple assessment methods such as teacher-made tests, samples of students’ work, mastery skills checklists, criterion-referenced tests, and norm-referenced tests are used.  The results of testing are used to improve individual student performance and also to improve the instructional program.

Positive Home-School Relations

Parents understand and support the school’s basic mission and are given opportunity to play an important role in helping the school achieve its mission

© 1995 NCESRDF

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