Correlates of Effectiveness

Data Collection

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 Duval County Public School District.

The questionnaire uses a scale of 1-4:

A standard of 2.0 is set 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 standard need attention. Perceptions can be improved when behaviors associated with effectiveness correlates are in place, that is, the behaviors are performed by school personnel.

A. Leadership

An analysis of the perception data for the LEADERSHIP correlate indicates that the standard of 2.0 is met only by administrators. The values given to the correlate are these:

Although no elements for administrators fail to meet the standard of 2.0, a large number of elements fail to meet the standard for both teachers and parents. They are:

  1. Evidence exists of clear central planning and organization with timelines.
  2. Clear and concise communication is practiced; open, functioning channels exist throughout the school system.
  3. The building administrator initiates professional development activities.
  4. The central administration provides instructional leadership.
  5. The building administrators visit classrooms frequently.
  6. The central administration involves faculty, parents and students in the decision-making process.
  7. The central administration is consistent in carrying out school policy.
  8. The district has assembled a high quality staff and utilizes personnel effectively.
  9. The district is effective in building cohesive teamwork among staff.

Having so many elements perceived as not meeting the standard by teachers and parents appears to indicate a negative perception of leadership. These negative perceptions are generally related to conflict at the board and superintendent levels and/or negative comments by school employees to community members. Oftentimes, negative community perceptions are caused by single incidents, media dissemination of negative information, and low student achievement levels.

Regardless of the causes, this is an area which should be given priority by the school system, especially in regard to Element F: The central administration involves faculty, parents and students in the decision-making process.

B. Emphasis on Learning

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

None of the elements for the administrators failed to meet the standard of 2.0. Element F was not met by teachers:

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

Element E was not met by parents:

E. There is support throughout the school district for professional development activities aimed at improving teachers:

Both teachers and parents failed to support the following elements at the 2.0 level:

I. The primary considerations in the making of decisions and resolving of issues by staff
are the learning and interests of students.

J. Instructional materials are given highest priorities in the allocation of resources.

Overall, there was good congruency among the three groups which would indicate there is a reasonable emphasis on learning as perceived by the three groups.

C. School Climate

Analysis of the perception data for the SCHOOL CLIMATE correlate indicates that the standard is met by all three groups. The mean score of the elements for the parents is slightly above the standard, but still within an acceptable range of scores to meet the standard. The audit team members' visits to the schools and discussions with teachers, administrators and parents support these conclusions. The values given to the correlate are:

Administrators perceived each element met at the 2.0 level. The teachers' data indicate some concerns with the following elements:

G. All student groups participate broadly in school activities.

J. Teacher and student absences are low.

Parents generally agree with all elements except the following:

A. Parent volunteers contribute widely in the functioning of the school.

F. There is acceptance of diverse student backgrounds.

H. There is wide parent particpation in school committees and functions.

Overall, the three groups were reasonably supportive of this correlate which indicates a sense of pride and loyalty to the schools and positive staff and student morale.

D. Monitoring Student Progress

Analysis of the perception data for the MONITORING correlate indicates that the standard of 2.0 was achieved by all three groups. The values given to the correlate are:

Administrators perceived each element met at the 2.0 level. An element that failed to meet the standard for the
teachers' data is:

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

Elements which failed to meet the standard for the parent responses include:

C. Diagnostic and prescriptive evaluation procedures are implemented to monitor student progress.

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

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

Other than the items listed above, the three groups seem to be reasonably satisfied with the procedures used to monitor and measure student achievement.

E. High Expectations

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

Of the nine elements of this correlate, only two did not meet the 2.0 standard. All elements were met for teachers. Administrators questioned one element:

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

Parents as a group responded that one element was not met at the 2.0 level. It is:

G. Classroom learning activities and materials are at a demanding cognitive level.

This perception data would indicate that all three groups believe that students are being appropriately challenged academically.

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