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

Accepted Answer

Transferring poor teachers to another school is not typically associated with strong instructional leadership. Strong instructional leadership involves developing and supporting teachers, not merely transferring those who are struggling.

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.

Accepted Answer

The effective schools studies focused on characteristics such as good discipline, high expectations for student achievement, and effective leadership, rather than the socioeconomic status of the students, such as the percentage qualifying for free or reduced price lunch.

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

Accepted Answer

The correlate of Clear and Focused Mission emphasizes a shared understanding and commitment to the school's goals, primarily through clear communication and professional development related to the school's instructional model and progress. Having every student memorize the school mission is not typically associated with this correlate, as the focus is more on understanding and implementing the mission rather than memorization.

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.

Accepted Answer

The correlate of Time on Task emphasizes maximizing learning time and ensuring all students have access to high-quality instruction and curriculum. Option D, which suggests excluding special education students from academic classes, contradicts the inclusive and equitable principles of this approach.

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.

Accepted Answer

The correlate of Safe and Orderly Environment focuses on creating a secure and structured atmosphere conducive to learning, which includes maintaining a clean, inviting space, clear communication of rules, and incorporating multicultural education to foster understanding and respect. Allowing teachers with National Rifle Association training to bring concealed weapons on school premises is not directly related to creating a safe and orderly environment in the educational context this principle refers to.

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

Accepted Answer

John Coleman is known for his work in sociology, particularly in educational sociology, but he did not collaborate with Edmonds in the effective schools research. Dabney Coleman is an actor and not known for involvement in educational research or collaboration with Edmonds. Larry Lezotte and Wilbur Brookover did work with Edmonds in the effective schools research, making them incorrect choices for this question.

Question 7

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

Accepted Answer

The answer of List four of the five correlates of...

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.

Accepted Answer

Frequent monitoring of student progress involves actively engaging students in assessing and evaluating their own progress, rather than them having a decreasingly active role. This approach encourages self-awareness and responsibility for their learning.

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

Accepted Answer

All the statements A through D accurately reflect aspects of Edmonds' definition of an effective school. They emphasize the importance of achieving equity in educational outcomes regardless of students' socioeconomic status (SES) or minority status, aiming to close the achievement gap and ensure that all students reach a minimum level of mastery.

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.

Accepted Answer

The effective schools correlates are principles or factors that have been identified through research as contributing to the effectiveness of schools. However, implementing all of them at once can be overwhelming for schools, hence the statement that schools cannot undertake all the correlates at one time is true. The other options are incorrect because there is no one-size-fits-all model for schools (A), the correlates do not guarantee high and equitable achievement but rather are associated with it (B), and continuous monitoring is necessary to ensure the correlates are being effectively implemented and adjusted as needed (D).

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.

Accepted Answer

The Climate of High Expectations is characterized by a shared vision of success, encouragement of high learning goals, and collaborative efforts to master content and skills. High suspension and dropout rates with low promotion or graduation rates do not align with this climate, as they indicate a lack of support and expectations for student success.

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.

Accepted Answer

The effective schools correlates are designed to work together synergistically rather than independently to optimize student achievement. Each correlate supports and enhances the others, creating a comprehensive approach to school effectiveness.

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.

Accepted Answer

Regular formal conferences between parents and teachers once a month are not a typical or necessary correlate of positive home-school relations. Positive relations are more about the quality of interactions and mutual support rather than the frequency of formal meetings.

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

Accepted Answer

Ron Edmonds is known for his work in identifying the characteristics of effective schools, which laid the foundation for much of the subsequent research in the field of educational effectiveness.

Question 15

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

Accepted Answer

The answer of List six of the eight realities that...

Question 16

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

Accepted Answer

The answer of List the seven effective school correlates that...

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

Accepted Answer

Strong family-school ties typically lead to increased community support, not decreased. The other options (improved teacher morale, higher ratings of teachers by parents, and higher student achievement) are recognized benefits of strong family-school connections.

Question 18

List and explain the four curricula that exist in schools.

Accepted Answer

The answer of List and explain the four curricula that...

Question 19

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

Accepted Answer

The answer of List at least four benefits that are...

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

Accepted Answer

Outlier studies focus on exceptional cases that deviate significantly from the norm, such as schools in economically disadvantaged areas that nonetheless achieve high test scores, illustrating how they defy the expected correlation between socioeconomic status and academic performance.

Quiz 15: Best Practices for Effective Schools

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

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?

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

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

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

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

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

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

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

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

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

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

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

The researcher who identified the correlates of effective schools was

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

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

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

List and explain the four curricula that exist in schools.

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

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?