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Identifying Differences between Two Groups of High-Needs High Schools
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- Author(s): Englert, Kerry; Barley, Zoe A.; Mid-continent Research for Education and Learning (McREL)
- Language:
English- Source:
Mid-continent Research for Education and Learning (McREL). 2008.- Publication Date:
2008- Document Type:
Reports - Evaluative - Language:
- Additional Information
- Availability: Mid-continent Research for Education and Learning (McREL). 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
- Peer Reviewed: N
- Source: 41
- Sponsoring Agency: Institute of Education Sciences (ED)
- Education Level: High Schools
- Subject Terms: High Schools; Teacher Attitudes; Institutional Mission; Goal Orientation; Teacher Collaboration; Evaluation Methods; Quality Control; Parent Participation; Educational Environment; School Safety; Teacher Influence; Disadvantaged Youth; Poverty; Institutional Characteristics; High Achievement; Low Achievement; Effect Size; Classroom Environment; Student Behavior; School Policy; Discipline; Professional Autonomy; Student Evaluation; Academic Achievement; Minority Group Students; Limited English Speaking; Urban Schools; Rural Schools; Leadership Responsibility; Teacher Participation; Participative Decision Making; Principals; Achievement Tests; Performance Factors; Scores
- Subject Terms:
- Subject Terms:
- Abstract: This study examined differences in nine factors between a group of the highest-performing needs high schools (HPHN) and a group of the lowest performing high-needs (LPHN) high schools using teacher responses from a national dataset. The factors are: (1) shared mission and goals; (2) professional development; (3) collaboration among teachers (4) assessment and monitoring; (5) parent involvement; (6) safe climate; (7) orderly climate; (8) support for teacher influence at the school level; and (9) support for teacher influence at the classroom level. High needs high schools were schools with greater than 50% of their students eligible for free or reduced price lunch. Meaningful and statistically significant differences in seven of the nine factors suggest that teachers' perceptions of these factors in highest-performing high schools differ from teachers' perceptions in lowest performing high schools. These differences were identified through a descriptive analysis. The factors with significant differences, however, do suggest areas for further research. Appended are: (1) Identification of School Level Factors for the Study; (2) Item Map of SASS Questions to Constructs; (3) Descriptive Comparisons of HPHN vs. LPHN; (4) Analyses; and (5) Sampling Methodology. (Contains 19 tables, 2 boxes, and 14 footnotes.)
- Abstract: ERIC
- Number of References: 34
- Publication Date: 2014
- Accession Number: ED544621
- Availability:
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