Chapter 9

School Effectiveness

W. K. Hoy © 2003, 2008, 2011

The School as a Social System

W. K. Hoy © 2003, 2008, 2011

Transformation ProcessTransformation Process

Structural SystemStructural System

CulturalCulturalSystemSystem

PoliticalPoliticalSystemSystem

Individual SystemIndividual System

Learn

ing

Learning Teach

ing

Teaching

OutputsOutputsInputsInputs

Environmental constraints

Human and capital resources

Mission and board policy

Materials and methods

Equipment

Achievement

Job satisfaction

Absenteeism

Dropout rate

Overall quality

Discrepancy between Actual and Expected

Performance

Three Basic Challenges

1. How do school administrators demonstrate the effectiveness of their systems?

2. How do administrators continually demonstrate effectiveness as definitions change?

3. How do administrators please multiple stakeholders with different definitions of effectiveness?

W. K. Hoy © 2003, 2008, 2011

Brief History of Reform• Nation at Risk—we need better schools to succeed as a nation

• No Child Left Behind—focus on national goals, academic achievement, and sanctions for schools not achieving goals (accountability)—Annual Yearly Progress.

• Race to the Top—turn around low performing schools and reward those who succeed. Main elements of the plan:– College and Career-Ready Students

– Great Teachers and Leaders in Every School

– Equity and Opportunity for all

– Raise the Bar and Reward Excellence

– Promote Innovation and Continuous Improvement

W. K. Hoy © 2003, 2008, 2011

Input Criteria

Inputs for schools include environmental components that are understood to influence organizational effectiveness.

Monetary resources• Formal qualifications of faculty, administration, and staff

• Condition, quantity, and current editions of textbooks

• Library and media resources

• Instructional technology, computers, A/V

• Physical facilities

W. K. Hoy © 2003, 2008, 2011

Input Criteria

Inputs for schools include environmental components that are understood to influence organizational effectiveness.

Non-monetary resources• Policies and standards• Political structures• Organizational arrangements• Parental support• Student abilities

W. K. Hoy © 2003, 2008, 2011

Performance Outcomes

Traditionally, effectiveness has been defined relative to the degree of goal attainment.

Student outputs• Academic achievement• Creativity• Self-confidence• Aspirations• Expectations• Attendance• Graduation• Drop-out rates

W. K. Hoy © 2003, 2008, 2011

Performance Outcomes

Traditionally, effectiveness has been defined relative to the degree of goal attainment.

Teacher outputs• Job satisfaction• Absenteeism• Recruitment and retention rates

Administrator outputs• Job satisfaction• Balanced budgets• Commitment to school

W. K. Hoy © 2003, 2008, 2011

Input-Output Research

How are educational resources (inputs) changed into educational outcomes (outputs)?

W. K. Hoy © 2003, 2008, 2011

•Per pupil spending•Teacher preparation•Teacher-student ratios•Modern facilities•State of the art technology

EducationalProgram

Student Achievement

Input-Output Research

Equality of Educational Opportunity Study, James Coleman and Associates (1966) – Largest survey of American public education ever

undertaken– Controlled for home background variables such as

family size, structure and socioeconomic status

Findings: School inputs showed only weak relationships to differences in student achievement.

W. K. Hoy © 2003, 2008, 2011

Academic Achievement: Lee & Shute Model

Factors Promoting High Academic Achievement1. High Student Engagement2. Sound Student Learning Strategies3. Strong Academic Emphasis of the School4. Collective Efficacy of the School5. Principal Leadership6. Parental Involvement7. Peer InfluenceStudent engagement and learning strategies operating in a

school climate conducive to learning (academic emphasis, collective efficacy, strong principal support) and reinforced by parents and peers produce high academic achievement.

What is the teacher’s role in this model?

W. K. Hoy © 2003, 2008, 2011

Supports for Academic Achievement: Bryk and Colleagues

Essential Supports for Academic Achievement1. Instructional Leadership2. Relational Trust across the School Community3. Instructional Guidance4. Professional Capacity5. School-Learning Climate6. Parent-School Community Ties7. Bonding and Bridging Social Capital of the

Community

W. K. Hoy © 2003, 2008, 2011

Essential Supports Model

W. K. Hoy © 2003, 2008, 2011

Organizational Model for Student Achievement: Hoy & Woolfolk Hoy

W. K. Hoy © 2003, 2008, 2011

Hattie’s Mega-Analysis ofAcademic Achievement

Six Signposts1. Teachers matter; they are the most powerful forces in helping students to learn.2. Effective teachers are directive, caring, and passionately engaged in the teaching-

learning process.3. Effective teachers are aware of what each student is thinking, which enables

them to construct meaning and relevant experiences for their students. This requires a proficient and deep understanding of their subject matter so they can provide useful feedback as they move the student through the curriculum.

4. Effective teachers know what they want to teach, how to do it successfully, when each student understands, and what to do when understanding falls short.

5. Effective teachers use multiple perspectives to convey ideas so that learners can construct and reconstruct knowledge--it is the learner’s construction of knowledge that is critical.

6. Effective school leaders cooperate with their teachers to create a school culture and classroom climates conducive to learning. Mistakes must be seen as opportunities for students to learn, relearn, and explore without the fear of failure.

W. K. Hoy © 2003, 2008, 2011

Mott’s General Model of Organizational Effectiveness

Criteria of Overall Effectiveness– Quality of outputs– Quantity of outputs – Efficiency of production – Adaptability and flexibility of the organization

W. K. Hoy © 2003, 2008, 2011

Quinn and Quinn’s Competing Values Framework

• The Competitive View defines effectiveness in terms of how productive the school is compared to other similar schools using such measures as student test scores and value-added scores.

• The Collaborative View defines effectiveness in terms of collaborative and developmental features of the school using such indicators as faculty morale, student social and emotional development, cohesiveness, and openness and health of the school climate.

• The Control View defines effectiveness in terms of how stable and reliable the school is focusing on such criteria as efficiency, tight coupling, and management of school community relations.

• The Creative View defines effectiveness in terms of how adaptable and innovative the school is measuring such features as successful reform, creativity, and uniqueness.

Why not use all four views to evaluate school effectiveness?W. K. Hoy © 2003, 2008, 2011

Practical Imperatives• Look outward: The external environment is a valuable resource.• Look inward: Internal dynamics drive the system.• Focus on students: Learning is the end and engaged students are the means.• Focus on teachers: Teachers are the most direct and powerful aid to student

learning.• Focus on instruction: Quality of teaching is the most important factor in

student learning.• Cultivate a culture of academic optimism: Efficacy, trust, and academic

emphasis undergird motivation. • Develop professional capacity: It creates positive school-learning climates.• Reach out to parents: Teacher-parent cooperation is a powerful catalyst to

learning.• Monitor the effectiveness of your school: Use multiple indicators of cognitive

and affective success.• Use structure, culture, politics, and motivation to support teaching and

learning: These are building blocks of effectiveness

W. K. Hoy © 2003, 2008, 2011