Correlates of Effective Schools Association for Effective School, Inc. Adapted from Larry Lazotte

James Colemann Report Funded by the U. S. Department of Education—mid 1970’s Family background determines a students success in school. Children from poor families can not learn like other children.

Minority children can not learn like children that are not minorities. If parents are not highly educated, we can not expect their children to achieve above the level of their parents.

Ronald Edmonds—Harvard University Larry Lezotte—Michigan State University Wilbur Brookover—Michigan State University Agreed that background was important but not the determining factor

They created a research project to find schools where low income students, minority students, poor family background students were being successful.

Seven common factors in all of the successful schools Clear School Mission High Expectations for Success Instructional Leadership Frequent Monitoring of Student Progress Opportunity to Learn and Student Time on Task Safe and Orderly Environment Home—School Relations.

Clear School Mission A clearly articulated school mission Commitment to instructional goals Assessment procedures Accountability Staff accepts responsibility for students’ learning

High Expectations for Success The staff believe and demonstrates All students can attain mastery All students can develop required school skills Students are capable of learning

Instructional Leadership Principal acts as instructional leader Persistently communicates school mission to staff, parents and students Principal understands and applies effective skills in management of instructional program

Frequent Monitoring of Student Progress Student academic progress is measured frequently Variety of assessment procedures Assessment results are used to improve instruction Assessment results are used to improve learning

Opportunity to Learn and Student Time on Task Teachers allocate a significant amount of classroom time to instruction High percentage of time students are engaged Large group, small group, teacher-directed learning activities (Schools that are not effective have students actively engaged about 50% of time.)

Opportunity to Learn and Student Time on Task School Day = 420 minutes Lunch ------------------------------30 minutes Changing classes--------------- 35 minutes Announcements—pledges----10 minutes Check roll-collect papers-handout papers 10 minutes Six hour period-- 56 minutes of instructional time/practice time Poorly organized teachers will have much less

Safe and Orderly Environment Businesslike atmosphere Free from threat of physical harm Climate is not oppressive School is orderly, purposeful Conducive to teaching and learning

Home---School Relations Parents understand and support school’s basic mission Parents are given opportunity to be important role Parents are supported through ‘parent education programs’ School recognizes the importance of good home/school relation School attempts to be available to parents before and after school.