The Relationship Among Effective School Correlates, School and District Practices, and Exemplary Student Performance in Texas

The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) site-based decision making. The research data imply that campus or district administrators can improve the performance of their students if the identified practices are implemented.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Callender, Betty Darlene Miles

Contributors dc:contributor

• Hudson, Johnetta
• Wilhelm, Ronald W.
• Huffman, Jane B.

• accountability
• exemplary
• campus
• effective schools
• district
• School districts -- Texas -- Evaluation.
• Public schools -- Texas -- Evaluation.
• Academic achievement -- Texas.
• Education -- Texas -- Evaluation.

Statement dc:rights

• Public
• Copyright
• Callender, Betty Darlene Miles
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 228067992
https://digital.library.unt.edu/ark:/67531/metadc5195/
ark: ark:/67531/metadc5195

OAI identifier oai:identifier

info:ark/67531/metadc5195