scholarly journals School effectiveness: Literature review

2009 ◽  
Vol 41 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Jelena Teodorovic
Keyword(s):  
Student Achievement ◽  
Effective Schools ◽  
School Effectiveness ◽  
Subsequent Paper ◽  
Input Output ◽  
Student Background ◽  
Effectiveness Factors ◽  
School Effectiveness Research ◽  
Output Factors ◽  
Effectiveness Studies

In this paper, the reader embarks on the first part of the review of school effectiveness research. The aim of the review is to offer a clearer picture on whether, which, and how much teacher and school variables impact student achievement, as there is currently no wider and accepted consensus on this matter, in spite of the wealth of various school effectiveness studies. An introduction is followed by a section on fragmented research paradigms. Four subsequent sections describe and critique findings from these paradigms, namely from student background, input-output, effective-schools, and instructional effectiveness studies. The paper concludes with the section on synthesis of findings, which implicate student background variables as the most important for student achievement, followed by instruction and teacher-related variables (in very poor developing countries, input-output factors are also relevant for student success). Subsequent paper will showcase more recent school effectiveness studies that use appropriate methodology and conceptual framework for identification of the most important school effectiveness factors.

scholarly journals Criterios y modelos estadísticos de eficacia escolar

2020 ◽  
Vol 38 (2) ◽  
pp. 311-327
Author(s):  
Luis Lizasoain Hernández
Keyword(s):  
Effective Schools ◽  
School Effectiveness ◽  
Linear Models ◽  
Basque Country ◽  
Outcome Variable ◽  
Multilevel Regression ◽  
School Effectiveness Research ◽  
Regression Techniques ◽  
Pais Vasco ◽  
Selection Of

El objetivo de este artículo es presentar los criterios y modelos estadísticos empleados en un estudio de eficacia escolar desarrollado en la Comunidad Autónoma del País Vasco empleando como variable criterio los resultados en matemáticas, comprensión lectora en lengua castellana y en lengua vasca, resultantes de las evaluaciones de Diagnóstico aplicadas en cinco años. Se definen cuatro criterios de eficacia escolar: puntuaciones extremas, residuos extremos, crecimiento de puntuaciones y crecimiento de residuos. Para ello se han aplicado técnicas de regresión multinivel empleando modelos jerárquicos lineales. Los resultados permiten una selección de centros tanto de alta como de baja eficacia que se basa en cuatro enfoques distintos y complementarios de la eficacia (o ineficacia) escolar. The aim of this paper is to present the statistical criteria and models used in a school effectiveness research carried out in the Basque Country Autonomous Community using as outcome variable the mathematics, spanish language and basque language scores. These scores come from the Diagnosis Assessments applied for five years. Four school effectiveness criteria are defined: extreme scores, extreme residuals, scores growth and residuals growth. Multilevel regression techniques have been applied using hierarchical linear models (HLM). Results have permitted a selection of both high and low effective schools based on four different and complementary school effectiveness approaches.

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

2011 ◽  
Vol 21 (6) ◽  
pp. 789-818 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
C. John Tarter
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
School Performance ◽  
School Effectiveness ◽  
Systems Approach ◽  
Open Systems ◽  
School Outcomes ◽  
Regression Analyses ◽  
Individual Culture ◽  
Systems Model

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

Les indicateurs de pilotage des établissements en France

1999 ◽  
Vol 20 (2) ◽  
pp. 45-70
Author(s):  
Pierre Merle
Keyword(s):  
School Effectiveness ◽  
Effectiveness Studies

Longtemps, l’établissement fréquenté ne fut pas considéré comme une variable susceptible d’influencer sensiblement les progrès des élèves (Coleman, 1966 ; Jencks, 1972). Ce temps est révolu. Au cours des années soixante-dix et surtout quatre-vingts se sont développés des travaux sur « l’école efficace » (the school effectiveness studies) dont l’intérêt indéniable a été de montrer que chaque établissement apportait une contribution plus ou moins importante, désignée par le terme efficacité, à la réussite scolaire des élèves (Mortimore, 1988).

Stimulating Academic Optimism

2020 ◽  
pp. 178-203
Author(s):  
Anugamini Priya Srivastava ◽  
Uta M. Stelson
Keyword(s):  
Student Achievement ◽  
English Language ◽  
School Effectiveness ◽  
Economic Status ◽  
Academic Optimism ◽  
Future Research ◽  
Policy Makers ◽  
Future Studies ◽  
Online Databases ◽  
Developed Nations

This study attempts to provide the bibliography and future agenda of a school attribute: academic optimism. Academic optimism refers to a tool used in the hands of school teachers to attain student achievement which can help side-line their socio-economic status. In other words, it explains teachers' belief in self, colleagues, and students in order to manage change in student outcomes. The study evaluates the different taxonomies used within the concept of academic optimism through a comprehensive review of existing literature located in different databases. However, only English language full-text articles available in online databases between the periods of 2000-2019 were considered in this study. The result provided significant lines for future studies that can be conducted in this area by examining publications in 39 journals and 19 countries. Since the topic was considered as key school attribute to achieve student achievement and school effectiveness, this study provides the contextual gaps where future studies can be conducted. The result indicated that most of the research underlying the selected papers on the topic was conducted in developed nations rather than developing nations. The current analysis will contribute understanding in two ways: first it adds value to highlight the conceptual gap available in the literature; second, the gaps identified will pave the way for future research. Practically, this study provides ways for policy makers and other constituents involved in education to design their academic curriculum and motivate their faculty to remain academically optimistic.

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