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…

Examines research reviews on exceptional schools and summarizes findings on the leadership, efficacy, and efficiency dimensions of effective schooling. Discusses strengths and weaknesses of the research, and suggests ways that research can be used to improve schools. (MJL)

Identifies elements of effective alternative high schools for New York City's truants, dropouts, and potential dropouts, including: (1) well-defined student populations; (2) strong academic leadership; (3) increased teacher participation in management; (4) academic innovation; (5) clear standards for conduct; and (6) small school size. Presents…

Conducted during May 15-22, 1983 in the United States, this survey of 1,540 adults, age 18 and older, provides tables and figures that alert decision makers to overall public reactions to a variety of school programs and policies and serves as a national benchmark against which local attitudes can be measured. (PB)

After an analysis of the dimensions that they believe indicate quality, the authors suggest actions that principals can take to pursue excellence in their schools. (JW)

Surveys teachers, administrators, superintendents, and school board members for opinions on whether each of 18 major characteristics commonly associated with effective schools could actually be included in the local school programs. Suggests courses of action for superintendents. (JW)

Presents in checklist form 11 characteristics of an effective school, including student relations, school climate, parent relations, and regular evaluations of curriculum and students. (JW)

Holds that, in concentrating on the statistical differences, James Coleman in "Public and Private Schools" ignores the distinct circumstances of the two sectors of education as well as their differing student populations' economic and educational backgrounds. (JW)

An attitude that students could, and would, master their lessons resulted in raised student test scores and improved school discipline at a Florida elementary school. Increasing time on task and dividing lessons into manageable blocks contributed to the school atmosphere. (MLF)

The institutional and social context of higher education within which institutional evaluation is being increasingly formalized is examined, and the incidence of review at three Australian universities is analyzed for: evaluation frequency, composition of evaluation teams, and use of the resulting report. Institutional policy statements are…

Using a framework for planned change, this study assessed the status of knowledge about effective and ineffective school principal behaviors. Obstacles that principals face in their attempts at school improvement were also reviewed. (Author/PN)

Research and professional education efforts in educational administration have concentrated too much on management practice and not enough on educational leadership. Studies indicate that principals of effective schools are involved in instructional matters. Principals should generally increase both their formal and their informal support of…

Nine recommended guidelines for teacher performance appraisal are offered as a basis for evaluating an appraisal system. Guidelines, involving a reward system, evaluation training, teacher involvement, classroom improvement, peer observation, alternative-data collection, paperwork, and supervisors, emphasize the positive qualities of teacher…

First of two articles that review 16 major research studies of secondary education in the United States during the early eighties. The purposes, assumptions, and methodologies of the studies are examined here. A later article will cover other aspects of the research. (Author/MLF)

Discusses what effective schools do to raise achievement levels. Cites the problems and misinterpretations that have arisen about the Equality of Educational Opportunity Report done by James Coleman in 1966. (JOW)