WHAT MADE THE SCHOOL SUCCESS?

a.low levels of student differentiation; b.high levels of school autonomy in formulating curricula and using assessments with low levels of school competition; c. spending in education that prioritises teachers’ salaries over smaller classes.

THE LEARNING ENVIRONMENT INSIDE SCHOOLS AND CLASSROOMS Research on what makes schools effective finds that learning requires an orderly and co-operative environment, both in and outside the classroom (Jennings and Greenberg, 2009). effective schools are characterised by amiable and supportive teacher-student relations that extend beyond the walls of the classroom. In such schools, academic activities and high student performance are valued by both students and teachers (Scheerens and Bosker, 1997; Sammons, 1999; Taylor, Pressley and Pearson, 2002).

Resources invested in education: Effective school systems require the right combination of trained and talented personnel, adequate educational resources and facilities and motivated students ready to learn. In the public debate, factors such as class and school size, the quality of teaching materials, perceived staff shortages and teacher quality are frequently associated with performance.

Ron Edmonds (1982) uses high-performing schools to identify the common characteristics that could be the source of their success. This literature has found that successful schools have strong instructional leadership (Davis and Thomas 1989; Purkey and Smith 1983; Terry 1996); frequent monitoring of student progress (Levine and Lezotte 1990; Newmann and ssociates 1996); shared goals and professional community (Davis and Thomas 1989; DarlingHammond 1996); parental involvement (Fullan and Stiegelbaur 1991; Levine and Lezotte 1990; Purkey and Smith 1983); and a positive and academically focused school climate (Hoy and Hannum 1997; Rosenholtz 1985)

Ron Edmonds (1982) uses high-performing schools to identify the common characteristics that could be the source of their success. 1)strong instructional leadership (Davis and Thomas 1989; Purkey and Smith 1983; Terry 1996); 2) frequent monitoring of student progress (Levine and Lezotte 1990; Newmann and Associates 1996); 3)shared goals and professional community (Davis and Thomas 1989; DarlingHammond 1996); parental involvement (Fullan and Stiegelbaur 1991; Levine and Lezotte 1990; Purkey and Smith 1983); 4) and a positive and academically focused school climate (Hoy and Hannum 1997; Rosenholtz 1985)

The most recent body of research on school effectiveness (e.g., Ellis et al. 2007; Williams et al. 2005; Oberman et al. 2005) finds similar results: (1) increased instructional time; (2) ongoing diagnostic assessment; (3) parents as partners in learning; (4) professional development to improve student achievement; and (5) collaboration among teachers and staff

THREE FACTORS (1) high-quality teachers and staff; (2) implementation of a standards-based curriculum; and (3) coherence of instruction across classrooms.

DISCUSSION AND CONCLUSION Successful schools seem to differ from other schools mostly in terms of higher teacher quality (in aspects beyond their formal education and years of experience), higher control over the hiring of teachers, effective implementation of their curriculum using curriculum guides, data-driven decisions regarding instruction, and programs and/or interventions that complement the core curriculum.

Thank you very much! VICENTE G. AREVALO Reporter

(1) increased instructional time; (2) ongoing diagnostic assessment; (3) parents as partners in learning; (4) professional development to improve student achievement; and (5) collaboration among teachers and staff