Deck 15: Best Practices for Effective Schools

Question 1

Which of the following is not associated with the correlate of Strong Instructional Leadership?

A) Setting high, clear, and public standards
B) Developing a learning-centered climate of caring and trust
C) Developing teacher leadership
D) Transferring poor teachers to another school
E) All are associated with strong instructional leadership
F)

Answer 1

D

Question 2

In spite of small samples and statistical issues, the effective schools studies showed specific characteristics. Which of the following was not included in those characteristics?

A) All the schools had high percentages of students who qualified for free and reduced price lunch.
B) All had good discipline.
C) Teachers had high expectations for student achievement.
D) The leadership was effective.

Answer 2

A

Question 3

Which of the following is not associated with the correlate of Clear and Focused Mission?

A) The school expresses a clear vision about what effective instruction should look like
B) The school provides professional development for new teachers about the school's instructional model and for every teacher's continual growth
C) Every student has the school mission committed to memory
D) The school regularly reports back to stakeholders about its progress in meeting the mission's goals

Answer 3

C

Question 4

Which of the following is not associated with the correlate of Time on Task?

A) Schools establish curricular priorities, ensure appropriate teacher assignments, and provide students with needed supports.
B) All students are enrolled in in-challenge, high-status courses with high-quality curriculum and effective teachers.
C) Schools keep the expectations for student achievement high but vary the time and other resources needed to help every student reach the standards.
D) Special education students are not included in all the academic classes, but are supported with other teachers.

Question 5

Which of the following is not associated with the correlate of Safe and Orderly Environment?

A) Any teacher with National Rifle Association training may bring a concealed weapon on the school premises.
B) The school is clean, inviting, and comfortable.
C) Rules and expectations are clearly and visibly communicated.
D) The curriculum includes multicultural education.

Question 6

Which of the following did not work with Edmonds in the effective schools research?

A) Larry Lezotte
B) Wilbur Brookover
C) John Coleman
D) Dabney Coleman
E) Larry Lezotte and Wilbur Brookover
F) John and Dabney Coleman

Question 7

List four of the five correlates of effective schools that Ron Edmonds first articulated.

Question 8

Which of the following is not associated with the correlate of Frequent Monitoring of Student Progress?

A) Indicators of student and school achievement are visibly posted in the school.
B) Teachers promptly grade and return student work with useful feedback.
C) Teachers analyze and interpret a variety of student assessment data to monitor and advance student learning.
D) Students have a decreasingly active role in assessing and evaluating their own progress.

Question 9

Which of the following is not a true statement about Edmonds' definition of an effective school?

A) It was one in which low income and minority students' basic skills are at least as well developed as the middle-class children's skills.
B) It was one which has closed the achievement gap.
C) It was a school that brings an equal percentage of its highest and lowest social classes to minimum mastery.
D) It was a school where one could not guess a student's SES by looking at the reading scores.
E) All are true
F) None are true

Question 10

Which of the following is true of the effective schools correlates?

A) The one model works for all schools.
B) The correlates are guarantees for attaining high and equitable achievement for all students.
C) Schools cannot undertake all the correlates at one time.
D) Once the correlates are in effect, monitoring of the correlates is no longer necessary.

Question 11

Which of the following is not associated with the correlate of Climate of High Expectations?

A) The school has developed a shared vision of a school with all students achieving high levels of success in a rigorous curriculum.
B) Students are encouraged to set high learning goals.
C) Students and teachers work together to master expected content and skills.
D) The school has very high suspension and dropout rates and low promotion or graduation rates.

Question 12

Which of the following is not true of the effective schools correlates?

A) The correlates function independently of each other to achieve the optimum effect for student achievement.
B) The correlates are not recipes to create high-achieving schools.
C) The correlates are prerequisites for effective schools.
D) Each correlate has many steps that must be implemented.

Question 13

Which of the following is not associated with the correlate of Positive Home-School Relations?

A) Teachers understand and relate positively to students of diverse backgrounds.
B) Parents and teachers meet together in formal conferences at least once a month.
C) Parents feel increasingly comfortable in the school and supporting their student at home.
D) Teachers regularly call parents to discuss their child's progress and problems.

Question 14

The researcher who identified the correlates of effective schools was

A) John Goodlad
B) Linda Darling-Hammond
C) Robert Marzano
D) Ron Edmonds
E) Casey Stengel

Question 15

List six of the eight realities that limit what the effective schools correlates can and cannot do to improve schools.

Question 16

List the seven effective school correlates that are still considered to be relevant for today.

Question 17

Which of the following is not a benefit from strong family-school ties?

A) Improved teacher morale
B) Higher ratings of teachers by parents
C) Decreased community support
D) Higher student achievement

Question 18

List and explain the four curricula that exist in schools.

Question 19

List at least four benefits that are realized when strong family-school ties are established in a community.

Question 20

Much of the early research on effective schools was what is referred to as "outlier" studies. Which of the following is the best definition of what that means?

A) Outlier studies are those which take place in remote areas of the United States.
B) Outlier studies are those which report on falsified data which were known to be sent from out and out liars.
C) Outlier studies are those that come from far ends of the distribution - where all students qualify for free or reduced price lunch, but the school has extremely high test scores.
D) None are correct

Question 21

Discuss the value and limitations of the effective schools correlates. Be sure to discuss each of the correlates and why each is important.  Finally, explain the general limitations of the correlates.