Offers opinions on what characteristics effective schools hold in common. Case studies of South Boston High School and George Washington Preparatory High School (California) reveal changes they made that led to dramatic improvements in their school's effectiveness. Also addressed are numerous lessons learned through past efforts to improve…

Presents two new approaches to improving academic achievement in inner-city schools--group-based, mastery-learning reading instruction and curriculum alignment. Explains why fundamental school reform and incremental improvement, introduced in the 1970s, failed to yield consistent results. (Author/WD)

The school-based planning process often exacerbates efforts to improve instructional effectiveness. The importance of addressing strategic instructional issues in planning is emphasized. To ensure more positive outcomes, six important guidelines are offered. (Author/JS)

A preliminary analysis of three effective schools projects in Wisconsin and New York shows general improvement, especially in school climate and basic skills teaching. Administrative support included district, central office, and higher education personnel for staff development. Successful implementation can result in substantial immediate…

Data on achievement gains in urban schools were analyzed to identify those schools with achievement consistently higher or lower than schools with similar characteristics. Only one school showed unusually high achievement gains. Efforts to identify and reward schools based on achievement may be erroneous and may decrease morale. (Author/VM)

Discusses the teacher accountability movement in relation to the implementation of teacher-centered mastery approaches in effective schools. Focuses on schoolwide issues, instructional support personnel, institutional support mechanisms, mastery learning, and school district accountability plans that promote student learning of high-level…

Presents major conclusions from a 1990 report "Unusually Effective Schools: A Review and Analysis of Research and Practice." Guidelines for multischool improvement projects include providing substantial staff development time and technical assistance, focusing on instructional improvement, avoiding faculty overload and overreliance on bureaucratic…

A synthesis of research on unusually effective schools is presented in this monograph, with a focus on research conducted since 1985. Three major issues are addressed: (1) the viability of the effective school concept in contemporary school reform; (2) the correlation between recent research and basic findings; (3) and the congruency of school…

Summarizes major findings and implications from research on the characteristics of effective classrooms and on characteristics that distinguish schools that have unusually high student achievement from those that enroll similar groups of students with much lower achievement. Discusses how these findings relate to improving achievement in city…

Presents data on each of four relatively successful inner-city intermediate schools under four major headings: (1) organizational arrangements facilitating improved reading, (2) emphasis on higher-order skills, (3) emphasis on personal development, and (4) high institutional expectations. Concludes by arguing the need for fundamental structural…

Examines recent literature focusing on the achievement of poverty students at inner city schools. Discusses the implications of findings in the areas of (1) student grouping and individualization for instructional purposes, (2) learning time for basic skills, (3) grading practices, (4) discipline, (5) grade structure, and (6) differences…

Documentation is provided regarding the relationship between students' socioeconomic condition and their school performance. Ten teacher- and nonteacher-related reasons for low achievement among lower class and underclass students are presented. Several teacher-related reforms are proposed. (IAH)

This monograph attempts to clarify the relationship between desegregated education and effective education. The first part of the monograph concentrates on desegregation as it has been assumed to, as well as it actually appears to, relate to school academic effectiveness. The second part of the monograph addresses what is known about school…

Previous studies of unusually effective urban schools have focused on school characteristics considered influential in the schools' success, but few provide specific guidance for improving achievement in other schools. This study sought to describe organizational processes and arrangements within elementary schools implementing the Chicago Mastery…

Research studies that have focused on identifying the characteristics or correlates of elementary and secondary schools that are unusually effective are reviewed, concentrating on the "effective schools" movement. Research on effective schools supports the conclusion that they rank high on certain characteristics frequently referred to as…