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

2. 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.

3. 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.

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

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

6. 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.

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

8. 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

9. 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

10. 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

11. 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.)

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

13. 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

14. 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.