Factors affecting academic performance in elementary schools serving low socioeconomic white students

Educators need ways of evaluating school effectiveness for students from low income families. This study attempted to determine what school site factors lead to increased academic achievement. Teachers expectations, including perceptions of other teachers' attitudes, instructional behaviors and school goals, were rated by a Elementary Schools Teacher Survey administered to teachers and principals. School effectiveness was determined by change in CAP reading scores at the third grade level from the school years 1981-1982 to 1984-1985. Two main themes were explored in depth: (1) the seven selected Effective Schools factors were compared to determine if any single factor or group of factors might be a useful predictor of school effectiveness; and (2) the Elementary Schools Teacher Survey composite scores were analyzed to determine if total score is a useful predictor of school academic improvement (effectiveness).

The analysis of the data suggests that there were no significant differences between the three types of schools--effective, average and ineffective--utilizing the seven selected effective school factors assessed by the Effective Schools Questionnaire (Instructional Leadership, Home School Relationships, Clear School Mission, Frequent Monitoring, Opportunity to Learn, Safe and Orderly Environment, and High Expectations). The findings further suggest that none of the subtests adequately distinguish school improvement in reading at the third grade level. In addition, the subtests are highly correlated and measure similar factors. There is no one subtest that can assist in understanding school differences to a significant degree and discriminate well between the three categories of schools. In summary, this study supports the following conclusions: (1) A multivariate view of school effectiveness is needed. Many factors should be considered as personnel approach school improvement programs. These factors must interact together to provide the greatest possibility for student academic improvement. (2) School improvement is not the same thing as school effectiveness. Although improvement and effectiveness may be attributes of the same school, they are not necessarily identical. (3) The Elementary Schools Teacher Survey provided a strong prediction of group membership. The total survey score maximally discriminates the members of the group; it tells which group (effective, average or ineffective) each member probably belongs to and does this with a high degree of accuracy. Future research may now be directed towards predicting school improvement through Effective Schools Survey.