We have come a long way from the heady days of the Great Society, when most people seemed to believe that education would solve all of our problems, both intellectual and social The Coleman Report in 1966 cast the first doubts, and Jencks ( Inequality ) and Averch ( How Effective is Schooling? ) in 1972 seemed to make it official: nothing that schools do really makes any difference Considering that we spend more on schools than most other state and local governmental functions combined, this is indeed a dreary state of affairs Fifteen Thousand Hours has the temerity to question our present conventional wisdom It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools In many ways, it is a substantial improvement, methodologically, over previous studies First, it studies not just one output (which has usually been the score on some standardized test),

Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

The construct of school climate has received attention as a way to enhance student achievement and reduce problem behaviors. The purpose of this article is to evaluate the existing literature on school climate and to bring to light the strengths, weakness, and gaps in the ways researchers have approached the construct. The central information in this article is organized into five sections. In the first, we describe the theoretical frameworks to support the multidimensionality of school climate and how school climate impacts student outcomes. In the second, we provide a breakdown of the four domains that make up school climate, including academic, community, safety, and institutional environment. In the third, we examine research on the outcomes of school climate. In the fourth, we outline the measurement and analytic methods of the construct of school climate. Finally, we summarize the strengths and limitations of the current work on school climate and make suggestions for future research directions.

School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes.

School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the relationship between school climate, safety, well-being of students and student learning is needed. This review of the literature explores the relationship among school climate, school safety, student academic achievement and student well-being. Using a systematic review approach, we conducted an overview of empirically based research findings and technical reports that address the following aspects: (a) school climate as a social construct and its connection with school safety; (b) the conditions that contribute to an environment in which students feel safe; (c) the characteristics of particular groups of students who feel unsafe; and (d) the impact of a negative school environment (e.g. a school environment where bullying, victimisation and violence are prevalent) on student achievement, ultimately, secondary school completion and student well-being. We summarise the state of school climate research, discuss the implications for school policies and practices in the areas of school climate, safety and student success, and provide recommendations for future research.

Relationships among School Climate, School Safety, and Student Achievement and Well-Being: A Review of the Literature.

The 2007 Trends in International Mathematics and Science Study (TIMSS) is the fourth administration since 1995 of this international comparison. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA)—an international organization of national research institutions and governmental research agencies—TIMSS is used to measure over time the mathematics and science knowledge and skills of fourthand eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. Thirty-six countries or educational jurisdictions participated at grade four in 2007, while 48 participated at grade eight. This report also describes additional details about the achievement of U.S. student subpopulations. All differences described in this report are statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used.

Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009.

A correlational analysis of servant leadership and school climate

Introduction Education leadership is possibly the most important single determinant of an effective learning environment. Change leaders must understand procedures and processes that create the conditions necessary for organizational improvement. Skilled leaders correctly envision future needs and empower others to share and implement that vision. Building principals must be able to assess and evaluate the impact and perceptions of their leadership styles. Fullan (2002) points out that "Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement" (p. 16). Indeed, principals must deal with the various levels of skills and abilities of their faculty and a continuity of divergent situations within today's complex school environment. Bolman and Deal (1991) describe the balance between leadership and management. Organizations which are overmanaged but underled eventually lose any sense of spirit or purpose. Poorly managed organizations with strong charismatic leaders may soar temporarily only to crash shortly thereafter. The challenges of modern organizations require the objective perspective of the manager as well as the brilliant flashes of vision and commitment that wise leadership provides. (pp. xiii-xiv) Because schools have become very complex organizations, principals must move beyond occasional brilliant flashes to methods of continuous improvement. The variables associated with improved student achievement have been a focus of researchers for many years. Now, the No Child Left Behind Act (NCLB) has significantly increased the pressure to improve student achievement. Waters, Marzano, and McNulty (2004) reported that effective school leadership substantially boosts student achievement. School climate, leadership, and quality instruction are frequently associated with effective schools. In this study, we investigated the relationships between selected dimensions of leadership and measures of school climate. In addition, principals' perceptions of their own leadership styles were compared with teachers' perceptions of their principals' leadership styles. Leadership Researchers have attempted to quantify the leadership process and establish relationships between dimensions of leadership, school climate, teacher effectiveness, and student learning (Deal & Peterson, 1990; Maehr, 1990; Waters, et al. 2004). Early research by Brookover (1979), Edmonds (1979), and Rutter, Maughn, Mortimore, and Ouston (1979) found that correlates of effective schools include strong leadership, a climate of expectation, an orderly but not rigid atmosphere, and effective communication. These researchers and others suggest that the presence or absence of a strong educational leader, the climate of the school, and attitudes of the teaching staff can directly influence student achievement. Research has related effective school leadership to significant increases in student achievement. Waters, Marzano, and McNulty (2004) conducted a meta analysis of 70 studies on education leadership and established 21 leadership responsibilities that are significantly related to higher levels of student achievement. Blake and Mouton (1985) indicated that leaders who fully understand leadership theory and improve their ability to lead are able to reduce employee frustration and negative attitudes in the work environment. As instructional leaders, principals can foster an understanding of the school vision, facilitate implementation of the mission, and establish the school climate. Ubben and Hughes (1992) stated that principals could create a school climate that improves the productivity of both staff and students and that the leadership style of the principal can foster or restrict teacher effectiveness. Hersey and Blanchard (1988) discussed leadership in relationship to several factors: preferred style of leadership, maturity of followers, expectations of followers, and task at hand. …

http://200.6.99.248/~bru487cl/files/ai_n.pdf

Relationships between Measures of Leadership and School Climate.

Relationships between resiliency and student achievement were investigated in a population of American Indian high school students in a county school district of Nevada. The Resiliency Belief System was used to assess the resiliency of students. The participants were mainly female students (62%), with local tribal affiliation (51%), with a grade point average of 2.23, and a good record of attendance. School related variables were predictive of resilience by gender, replicating the findings of earlier researchers. The results indicated a significant relationship between resiliency and gender, but a relationship between achievement and resilience was not observed.

Bill Thornton

Papers

Relationships between Measures of Leadership and School Climate.

A Study of Resiliency of American Indian High School Students.