1. Psychology 235 Dr. E. Blakemore
Schools
Psychology 235
Dr. E. Blakemore

2. The impact of schools Researchers measure student outcome
Then characteristics of schools are related to student outcome
The most critical factor that affects outcome is the students’ family background
BUT, some schools do better than others with students from the same kind of background

3. Outcome is Measured by Scholastic Attainment (most important)
Standardized achievement tests
Classroom behavior
Attendance
Attitudes towards school and learning
Continuation in education
employment after graduation
Social functioning

4. Characteristics of Schools
We will look at characteristics of schools
and how they are related to outcome
especially academic outcome

5. Physical Plant
This generally refers to the age and condition of the building.
Generally not related to outcome.

6. Resources Financial resources Expenditure per pupil Equipment
Highly confounded with student background
“Richer” districts typically spend more money per pupil than “poorer” districts

7. Resources -- Findings
Once you control student background, little affect on outcome
Largely because money can be spent on factors that don’t impact the classroom experience of students
Especially special education

8. Size of School Elementary school - no effect
Middle and high school - students do better in smaller schools
Place for everyone
Less likely to be overlooked

9. Middle school issue Academic performance decreases
Less likely to happen if middle school students stay in elementary-like setting
Sometimes handled with “school-within-a-school”

10. Class Size Number of students in the actual classroom
In Asian schools elementary classes may have 40 students
In US researchers compare classes with 25 or less to those with 35 or more

11. Class size -- Findings
in early elementary school reading and math is better in small classes, but the effect is gone by 5th grade
Otherwise not much effect
At some point class size must affect outcome, because people do well with individual instruction
It affects outcome when class is less than 15

12. Open vs. Traditional Classrooms
Traditional classroom -- rows of desks
Teacher’s desk at the head of the room
Students raise their hands for permission to move
The open classroom is more flexible
Few affects on academic outcome
Students like open better

13. Tracking vs. mixed - “ability” classrooms
Mixed ability classrooms contain students performing at a variety of levels
There may be some tracking within elementary classrooms in subject areas such as reading or math
The full use of tracking often consists of entire classrooms.
Typically begins in at the middle school level
More common for basic subject areas such as math and reading.

14. Effects of tracking Middle track - little effect
High track - small benefit of tracking
Low track - large disadvantage when tracked

15. Student background
Family social class background of the children who attend the school
One of the largest effects on outcome
Depresses or elevates others in the school

16. Sum up so far Background – very important
School size – smaller better in middle and high school
Class size – better outcome in early elementary, but washes out, unless class size below 15
Open v. traditional – affects attitude
Tracking – large negative effect on lower track

17. Academic Emphasis Value academic achievement in their students
High expectations
Focus on academic goals
High proportion of the time devoted to active instruction
One of the largest effects on outcome
Possible to do something about this one

18. Classroom management A high proportion of lesson time
Teacher interacting with the whole class
Minimum number of disciplinary interventions
Lessons beginning and ending on time
Clear feedback about expectations and performances
Ample use of praise
Also one of the largest effects on outcome

19. Discipline Keeping good order is essential
Punishment and discipline are not equivalent
High levels of punishment linked to poorer outcome
Best discipline arises out of knowing the rules and the consequences
Following them because they want to
Not out of fear of punishment