Statistical Modelling Issues in School Effectiveness Studies

1986 ◽  
Vol 149 (1) ◽  
pp. 1 ◽  
Author(s):  
M. Aitkin ◽  
N. Longford
Keyword(s):  
School Effectiveness ◽  
Statistical Modelling ◽  
Effectiveness Studies

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).

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.

School improvement

2018 ◽  
pp. 101-112
Author(s):  
Stephen Gorard
Keyword(s):  
Action Research ◽  
School Improvement ◽  
School Effectiveness ◽  
Community School ◽  
Local Policy ◽  
Teacher Action Research ◽  
Potted Plants ◽  
Effectiveness Studies ◽  
Robust Evidence

This chapter concerns school improvement. It argues that, until recently, school improvement policies have either been created on little robust evidence at all, or have simply been based on the correlates of the kinds of school effectiveness studies described in the previous chapter. This is a very misleading approach because high- and low-attaining schools might differ in a range of ways that are unrelated to whether their results are better or worse. This includes their type (such as academy or community school), their location, and even their décor (potted plants for example). School improvement policies have also been influenced by highly vocal single studies, and developers acting as agents selling their wares via conferences and similar. Teacher action research is widely used but is not really research let alone action research as originally devised. As such, none of these are appropriate for advising national or local policy on improving schools.

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