Correlates of Effectiveness
The Educational Testing Service conducted surveys in 55 cities across the nation to measure dissatisfaction rates among school district constituents (See 10/27/99 Education Week, “ETS Analysis Tracks Parent Dissatisfaction.”). Of the many important observations, one stands out: Regular surveys of school district constituents are encouraged in order to continue to garner strong community support. The SchoolMatch Survey of Perceptions gauges the perceptions of three major school system constituents: administrators, teachers and parents. Survey questions are based on the Correlates of Effectiveness and specific related elements in the following areas:
More information about the Correlates of Effectiveness and effective school practices may be found in the Introduction, Part A of this report. Data Collection Information related to the Correlates of Effectiveness is collected in two ways:
The data obtained are used to establish the degree to which the correlates are perceived by each group to be operating in the Polk County School District. The questionnaire uses a scale of 1-4 to evaluate the various elements of an effectiveness correlate:
An average score of 2.0 or lower for an effectiveness correlate indicates that the correlate is perceived to be established in the school district. Correlates whose average is greater than 2.0 need attention. Likewise, individual elements within a particular correlate can be improved when behaviors associated with effectiveness correlates and their individual elements are established; that is, they are consistently displayed by school personnel. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate. Overview of Discussion 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 within a particular school system. In analyzing the perception survey data, it is important to look for significant differences and similarities in the aggregate group responses. Identification of such patterns offers school system leadership both pathways to improvement and opportunities to communicate the positive things happening in the district. The site visit team has identified some of the most significant findings related to each correlate of effectiveness. Please review the summary data presented on the pages following the discussions of the individual correlates in order to locate other patterns which may be helpful in enhancing the elements of effectiveness within the district. For this report, SchoolMatch consultants searched for patterns of agreement that revealed the areas of greatest effectiveness and greatest concern for each of the five correlates. Areas of greatest effectiveness were indicated by the lowest mean scores given by each group to individual elements. Conversely, areas of greatest concern were indicated by the highest mean scores given by each group to individual elements. The discussions focus on those elements to which more than one group gave one of their lowest or highest mean scores, even when those scores meet or fall below the 2.0 level. Please review the summary data presented on the pages following the discussion of results for each correlate in order to locate other patterns which may be helpful in enhancing that correlate within the district. The following perception survey results were obtained from an analysis of all complete parent, teacher and administrator perception surveys received in the SchoolMatch offices.
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