Characteristics of Effective Schools Helen Raptis and Thomas Fleming Faculty of Education University of Victoria Victoria Confederation of Parent Advisory Councils November 15, 2003

I. Context: April 2002:  choice to attend any school (if space available)  How do parents/students select?

II. Confounding Factors:  achievement confounded by socio-economic factors ~ 50% of variance  SES ± 10% of variance  schools  Fraser Institute includes data re: academic participation rates  Gender confounds the SES findings  Regional differences confound the  SES findings

Table 1: Differences in Grade 8 Mathematics by Gender (OECD Indicators, 2001) Girls' Mean (Standard Error) Boys' Mean (Standard Error) Difference in Means Standard Error Countries' combined mean scores 518 (1.3) 523 (1.4) 5 points*(1.5) Girls' Mean (Standard Error) Boys' Mean (Standard Error) Difference in Means Standard Error Countries' combined mean scores 517 (1.3) 535 (1.4) 18 points*(1.5) Table 2: Differences in Grade 8 Science by Gender (OECD Indicators, 2001) * Difference in means is statistically significant Data Source: IEA TIMSS-R (1999)

BC versus Québec Percentage Exam Figure 1: Differential Mathematics Achievement in B.C. & Quebec (1990 to 2000)

III. Purpose of the Study 1)To determine the characteristics of effective schools 2) To shape future research and policy 3) To assist parents

1966 Coleman Report in the United States: IV.Why and since when have researchers been interested in characteristics of effective schools? Investigate differences between black and white schools Compared material inputs Concluded schools don’t matter *Teachers’ qualifications matter

1) strong administrative leadership 2) high expectations 3) orderly atmosphere 4) focus on basic skills 5) capacity to divert energy/ resources for #4 6) frequent monitoring of student progress "Effective Schools" Movement (1970s): Weber and Edmonds Ron Edmonds' (1979) effective schools correlates:  low SES schools where students above average

1) Focus on student achievement Parents can- ask for mission statement - review Planning Council goals - talk to principal & teachers re: their goals 2) Effective classroom instruction - print out IRP - balance between review & new concepts - ask teachers for PLOs - are all subjects featured? V. After about 25 years, do these correlates still hold?

3) Staff teamwork/ shared vision - do teachers & principals have same vision? - are decisions made collaboratively? - reflect on visitors/guests 4) Orderly, secure, caring climate - walk through halls & school yard - are there policies re: bullying? - what is the nature of consequences? 5) Strong leadership, particularly from principal - is the principal visible? - is principal supportive of teachers? - is principal connected with students?

6) Effective monitoring and assessment linked to planning - how do teachers monitor learning? - do the findings inform planning? - is the monitoring-planning process school-wide or classroom based? 7) High standards and expectations - are expectations challenging but reasonable? - are supports in place for students to meet those challenges?

8) Home-school links - not necessarily “volunteering” - is there regular communication? - do parents feel welcome in the school? - do parents & staff have similar goals?

VI. Parents have an important role Ask questions to prompt effective schooling: 1.Focus on student achievement 2. Effective classroom instruction 3.Staff teamwork/ shared vision 4.Orderly, secure, caring climate 5.Strong leadership, particularly from principal 6.Effective monitoring and assessment linked to planning 7.High standards and expectations 8.Home-school links Reference: Raptis, H., & T. Fleming. Reframing education: how to create effective schools. CD Howe Institute Commentary No. 188, October 2003, 24pp