School effectiveness research

The CfBT have released a literature review into school effectiveness.

Findings:
- Schools account for between 5-18% difference in student attainment. However, teachers account for a larger proportion.
- Social and affective measures are interdependently linked to attainment and vice versa
- Feeling part of the school community is likely to have a positive effect on pupils, which poses problems for those groups which typically do not feel part of the school community
- Schools matter most for the underprivileged or under achieving students and effective or ineffective schools are especially effective or ineffective for these students

There are nine processes for effective schools:
1. Processes of effective leadership
2. Processes of effective teaching
3. Developing and maintaining a pervasive focus on learning
4. Producing a positive school culture
5. Creating high and appropriate expectations for all
6. Emphasising student responsibilities and rights
7. Monitoring progress at all levels
8. Developing staff skills at the school site
9. Involving parents in productive and appropriate ways

Whereas the ineffective school is found to have a lack of vision, unfocused leadership, dysfunctional staff relationships and ineffective classroom practice.

The report also has recommendations for schools serving disadvantaged communities (with a recommendation that they receive additional resources) and school improvement strategies.