School Effectiveness Factors and Student Achievement: A Longitudinal Study in an Urban School District

• In Event: Collaborative Agency in School Turnaround: Voice, Partnership, and Equity in Action

Abstract

In this study we explore the longitudinal impact of school effectiveness factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in Michigan and analyzing alongside student achievement, we identified several factors that are associated with student achievement growth. Our findings reveal that shared vision and goals is positively associated with student achivement growth in both math and reading. Furthermore, student behavior expectations and behavior management practices are positively associated with growth in reading achievement. Our research provides a foundation for school improvement efforts and contributes to the understanding of how effective schools evolve over time, particularly in an urban school setting.

Authors

• Yunzheng Zheng, Shanghai Normal University

• Jianping Shen, Western Michigan University

• Huang Wu, University of Missouri - Kansas City

• Megan Russell Johnson, W.K. Kellogg Foundation

• Huilan Y. Krenn, W.K. Kellogg Foundation

• Kimberly Carter, Battle Creek Public Schools