CORRELATES OF EFFECTIVENESS

Information related to the correlates of effectiveness is collected in two ways:

1. through interviews with randomly selected numbers of school officials; and
2. through questionnaires administered to a sample group of administrators, parents, and teachers selected at random.

The data obtained are used to establish the degree to which the correlates are perceived by each group to be operating in the Fort Worth Independent School District.
The questionnaire uses a scale of 1-4:

• 1 indicates the elements of the correlates of effectiveness are very strong;
• 2 indicates the elements are strong;
• 3 indicates the elements are weak; and
• 4 indicates the elements are very weak.

A value of 2.0 is established to validate a perception that the elements are perceived to be established in the school district. Correlates that are not perceived to be established at a 2.0 level need attention. Perceptions can be improved when behaviors associated with effectiveness correlates are established; that is, the behaviors are performed by school personnel.

Scores that slightly exceed 2.0, while within the effective range, may indicate areas of district operation where opportunities to improve effectiveness exist.

The discussion of perception survey results can take many forms. In some cases, auditors may consider variances among responses to individual elements, may comment on the most and least effective elements identified by each group, may identify patterns of agreement and disagreement, or may combine these, and other, approaches. In all cases, the form of the discussion is tailored to the unique variables and patterns apparent within a particular school system.

A table showing the mean responses of each group follows the discussion of each correlate of effectiveness.

This factor supports clear efforts to improve school effectiveness and student learning. The district is well organized in support of student priorities when the perceptions meet the value of 2.0.

An analysis of the perception data for the LEADERSHIP correlate indicates that the level of 2.0 is met by administrators but not by teachers and parents. The values given to the correlate are:

• Administrators ... 1.915
• Teachers ... 2.330
• Parents: ... 2.134

SUMMARY

Two elements of the Leadership correlate met the standard of of 2.0 by all three groups, elements D and M:

• D. The building administrators initiate professional development activities.
• M. The principal is visible, accessible.

Teachers and administrators perceive element C as having met the standard of 2.0:

• C. The building administrators establish school objectives and communicate them to staff and community.

Each of the three groups agree that the following elements are not met:

• B. Clear and concise communication is practiced; open, functioning channels exist throughout the school system.
• G. The central administration involves faculty, parents and students in the decision-making process.
• J. The district is effective in building cohesive teamwork among staff.

Overall, parents and teachers report dissatisfaction within this correlate.

Indicators of School Effectiveness

Mean scores by responding group:	PARENTS	TEACHERS	ADMINISTRATORS
OVERALL MEAN:	2.134	2.330	1.915
A. Evidence exists of clear central planning & organization with timelines	2.083	2.297	1.700
B. Clear and concise communication is practiced; open, functioning channels exist throughout the school system.	2.365	2.746	2.500
C. The building administrators establish school objectives and communicate them to staff and community.	2.095	1.968	1.800
D. The building administrators initiate professional development activities.	1.922	1.837	1.700
E. The central administration provides instructional leadership.	2.099	2.412	2.100
F. The building administrators visit classrooms frequently.	2.286	2.113	1.800
G. The central administration involves faculty, parents and students in the decision-making process.	2.312	2.703	2.200
H. The central administration is consistent in carrying out school policy.	2.093	2.476	2.000
I. The district has assembled a high quality staff and utilizes personnel effectively.	2.225	2.547	2.000
J. The district is effective in building cohesive teamwork among staff.	2.206	2.679	2.200
K. School evaluation procedures to measure progress toward school objectives are established.	2.065	2.084	1.700
L. Decisions are made after hearing from those affected; decisions are based on clear and reasonable criteria.	2.264	2.594	1.900
M. The principal is visible, accessible.	1.742	1.823	1.300

This factor indicates that the schools' main priority is the learning of students. Distractions and interruptions of instruction and learning are minimized when this correlate is met at the 2.0 level.

An analysis of the perception data for the EMPHASIS ON LEARNING correlate indicates that the level of 2.0 is met by each of the three groups. The values given to the correlate are:

• Administrators ... 1.547
• Teachers ... 1.904
• Parents ... 1.981

SUMMARY

Survey results for this element are unusually high for a school system of this size. The district is to be commended for its performance in this area.

Administrators report that all elements of this correlate are being met.

Both parents and teachers report that the following element is not meeting the effectiveness standard of 2.0:

• F. Distractions and interruptions of classroom learning activities are minimized.

Parents report four elements are coming close to the standard:

• E. There is support throughout the school for professional development activities aimed at improving teaching.
• I. The primary considerations in the making of decisions and resolving of issues by staff are the learning and interests of students.
• K. Audiovisual material and equipment are available and utilized.
• L. Instructional aides are utilized to support student learning.

The data indicate that all three groups are satisfied with the district's emphasis on learning and agree that the main priority of the district is student learning.

Indicators of School Effectiveness

Mean scores by responding group:	PARENTS	TEACHERS	ADMINISTRATORS
OVERALL MEAN:	1.981	1.904	1.547
A. Student achievement is continually given formal and informal recognition.	1.904	1.821	1.500
B. The school has established formal procedures which operate throughout the school year to provide recognition for student achievement.	1.945	1.953	1.500
C. The school provides students with opportunities for learning beyond minimum classroom requirements.	1.946	1.842	1.400
D. Instructional and other school activities focus on student performance, responsibility and skill development.	1.896	1.825	1.500
E. There is support throughout the school for professional development activities aimed at improving teaching.	2.020	1.918	1.500
F. Distractions and interruptions of classroom learning activities are minimized.	2.129	2.399	1.800
G. The school library is open during peak times of student availability.	1.832	1.739	1.500
H. Teachers use a variety of instructional methods to motivate student learning and increase student participation in learning activities.	1.899	1.580	1.556
I. The primary considerations in the making of decisions and resolving of issues by staff are the learning and interests of students.	2.020	1.899	1.600
J. Instructional materials are given highest priorities in the allocation of resources.	2.157	2.078	1.400
K. Audiovisual material and equipment are available and utilized.	2.032	1.866	1.700
L. Instructional aides are utilized to support student learning.	2.073	2.014	1.889
M. The building administrators are visible, accessible.	1.909	1.821	1.300

This factor is manifest in student respect for the physical plant, strong parent involvement and positive staff and student morale.

Analysis of the perception data for the SCHOOL CLIMATE correlate indicates that the level of 2.0 is being met by administrators and parents. The values given to the correlate are:

• Administrators ... 1.960
• Teachers ... 2.250
• Parents ... 1.969

SUMMARY

Teachers report more dissatisfaction with this correlate than do parents or administrators.

Each of the three groups report two elements are meeting the standard:

• E. Appearance of the campus is orderly and well maintained.
• F. There is acceptance of diverse student background.

All three groups agree that effectiveness is not achieved in:

• G. All student groups participate broadly in school activities.
• H. There is wide parent participation in school committees and functions.
• J. Teacher and student absences are low.

In addition, teachers and administrators agree that two elements are not at the effectiveness level:

• A. Parent volunteers contribute widely in the functioning of the school.
• B. A high level of student participation and attendance at school functions exists.

Teachers also report dissatisfaction with elements C and I:

• C. Incidents of vandalism are minimal.
• I. The school has a positive image in the local media and community.

The data suggest that all groups are concerned about the level of parent/student participation in school functions.

Indicators of School Effectiveness

Mean scores by responding group:	PARENTS	TEACHERS	ADMINISTRATORS
OVERALL MEAN:	1.969	2.250	1.960
A. Parent volunteers contribute widely in the functioning of the school.	1.891	2.498	2.100
B. A high level of student participation and attendance at school functions exists.	1.954	2.425	2.200
C. Incidents of vandalism are minimal.	1.961	2.273	1.900
D. There is a high degree of cooperation between building administrators & staff.	1.964	2.160	1.700
E. Appearance of the campus is orderly and well maintained.	1.690	1.930	1.600
F. There is acceptance of diverse student backgrounds.	1.880	1.725	1.700
G. All student groups participate broadly in school activities.	2.082	2.188	2.100
H. There is wide parent participation in school committees and functions.	2.187	2.713	2.200
I. The school has a positive image in the local media and community.	2.039	2.183	1.700
J. Teacher and student absences are low.	2.049	2.401	2.400

This factor indicates that systematic procedures exist for measuring student achievement. Such procedures document achievement in specific areas, establish need for instructional improvement and develop priorities for the allocation of resources.

Analysis of the perception data for the MONITORING correlate indicates that the 2.0 level was met by administrators, not met by parents and teacher's score approaches the effectiveness level. The values given to the correlate are:

• Administrators ... 1.888
• Teachers ... 2.014
• Parents ... 2.145

SUMMARY

Administrators and teachers identify this correlate as meeting the effectiveness level.
Parents report element D approaches the effectiveness level of 2.0:

• D. Attendance data are regularly reviewed, follow-up contacts with the home initiated, progress recorded.

Teachers report two elements, A and D (identified above), are approaching effectiveness:

• A. Criteria for the assessment of learning gains are explicit; student knowledge and skills development are stressed.

Parents and teachers identify element F as not being well established within the district:

• F. Frequent communication occurs between special program teachers and teachers of regular classes and between counselors and teachers.

One element is identified as not meeting the standard by any of the three groups:

• H. Data on student learning are regularly collected and reviewed with all members of the school community.

The data suggest that the parents may believe they are not getting enough information regarding learning objectives, testing procedures and data on student learning. These perceptions along with the perception of the entire school community that data on student learning are not regularly collected and reviewed suggest the district may wish to examine its procedures for collecting and reporting student testing data.

Indicators of School Effectiveness

Mean scores by responding group:	PARENTS	TEACHERS	ADMINISTRATORS
OVERALL MEAN:	2.145	2.014	1.888
A. Criteria for the assessment of learning gains are explicit; student knowledge and skills development are stressed.	2.179	2.026	2.000
B. Clear learning objectives exist throughout the curriculum.	2.165	1.893	1.900
C. Diagnostic and prescriptive evaluation procedures are implemented to monitor student progress.	2.174	1.953	1.700
D. Attendance data are regularly reviewed, follow-up contacts with the home initiated, progress recorded.	1.996	2.016	2.000
E. Achievement tests in the varied subjects are utilized to determine student progress.	2.020	1.955	1.800
F. Frequent communication occurs between special program teachers and teachers of regular classes and between counselors and teachers	2.140	2.233	1.900
G. Teachers provide students with individual assistance throughout the day.	2.162	1.730	1.700
H. Data on student learning are regularly collected and reviewed with all members of the school community.	2.325	2.309	2.100

This factor indicates the school staff is dedicated to having each student learn at the highest possible level. Challenging experiences are conducted to have students contribute their best work.

Analysis of the perception data for the HIGH EXPECTATIONS correlate indicates that the level of 2.0 was met by each of the three groups. The values given to the correlate by each group are:

• Administrators ... 1.900
• Teachers ... 1.800
• Parents ... 1.898

SUMMARY

All groups respond that one element did not meet the 2.0 level:

• I. Test scores on standardized tests exceed scores for comparable schools.

In addition, parents perceive two elements as coming close to being well established:

• E. During classroom instruction, teacher-student interaction is the dominant instructional mode.
• G.Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations and evaluation over memorization and recall.

Administrators also report dissatisfaction with element G.

Overall, the data suggest that the three groups are satisfied with this correlate; however, the district may wish to examine expectations for student performance on standardized tests.

Indicators of School Effectiveness

Mean scores by responding group:	PARENTS	TEACHERS	ADMINISTRATORS
OVERALL MEAN:	1.898	1.800	1.900
A. Teachers regularly require learning beyond the classroom, e.g., homework assignments.	1.929	1.716	1.900
B. Rules regarding attendance and promptness are made explicit in class.	1.725	1.634	1.800
C. Rules regarding attendance and promptness are applied consistently in class.	1.876	1.867	2.000
D. Students are expected to be fully prepared for their classes.	1.681	1.687	1.700
E. During classroom instruction, teacher-student interaction is the dominant instructional mode.	2.032	1.708	1.900
F. Students are actively engaged with learning activities throughout most of the class time.	1.921	1.633	1.800
G. Classroom learning activities and materials are at a demanding cognitive level, e.g., materials require analysis, generalizations and evaluation over memorization and recall.	2.032	1.808	2.100
H. Students are held responsible for missed work.	1.745	1.823	1.700
I. Test scores on standardized tests exceed expected scores for comparable schools.	2.162	2.341	2.200

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