Assessing Context: A Revised Theory of School and District Effectiveness

• In Event: 66.086 - MTCC Roundtable Session 29
  In Roundtable Session: 66.086-1 - Policy, Instruction, and Effectiveness of Schools

Abstract

Low performing or ineffective schools are usually evaluated by achievement data. The challenge in determining school effectiveness outcomes is how to systematically measure the context and complexity within each learning community. Using a comparative case study method, we analyzed twelve school conditions in a survey of 38 Principals in high and low performing schools in one district. Results show that for low performing schools, effective leadership influences a different set of primary or secondary outcomes and these outcomes differ in context to the socio-economic circumstances of the learning community. The recognition and systematic assessment of school conditions need to be made visible and included in district effectiveness theory. A revised school and district effectiveness model is proposed and discussed.

Authors

• Brandy Doan, Hamilton Wentworth District School Board

• Manny Figueiredo, Hamilton Wentworth District School Board