Chapter 9
School Effectiveness
W. K. Hoy © 2003, 2008, 2011
The School as a Social System
Transformation Process
Inputs
Structural System
Outputs
Achievement
Environmental
constraints
Job satisfaction
Human and capital
resources
Mission and board
policy
Absenteeism
Cultural
System
Political
System
Dropout rate
Overall quality
Materials and
methods
Equipment
Individual System
Discrepancy between
Actual and Expected
Performance
W. K. Hoy © 2003, 2008, 2011
Three Basic Challenges
1. How do school administrators
demonstrate the effectiveness of their
systems?
2. How do administrators continually
demonstrate effectiveness as definitions
change?
3. How do administrators please multiple
stakeholders with different definitions
of effectiveness?
W. K. Hoy © 2003, 2008, 2011
Brief History of Reform
• Nation at Risk—we need better schools to succeed as a nation
• No Child Left Behind—focus on national goals, academic achievement, and
sanctions for schools not achieving goals (accountability)—Annual Yearly
Progress.
• Race to the Top—turn around low performing schools and reward those who
succeed. Main elements of the plan:
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College and Career-Ready Students
Great Teachers and Leaders in Every School
Equity and Opportunity for all
Raise the Bar and Reward Excellence
Promote Innovation and Continuous Improvement
W. K. Hoy © 2003, 2008, 2011
Input Criteria
Inputs for schools include environmental
components that are understood to influence
organizational effectiveness.
Monetary resources
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Formal qualifications of faculty, administration, and staff
Condition, quantity, and current editions of textbooks
Library and media resources
Instructional technology, computers, A/V
Physical facilities
W. K. Hoy © 2003, 2008, 2011
Input Criteria
Inputs for schools include environmental
components that are understood to influence
organizational effectiveness.
Non-monetary resources
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Policies and standards
Political structures
Organizational arrangements
Parental support
Student abilities
W. K. Hoy © 2003, 2008, 2011
Performance Outcomes
Traditionally, effectiveness has been defined relative
to the degree of goal attainment.
Student outputs
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Academic achievement
Creativity
Self-confidence
Aspirations
Expectations
Attendance
Graduation
Drop-out rates
W. K. Hoy © 2003, 2008, 2011
Performance Outcomes
Traditionally, effectiveness has been defined relative
to the degree of goal attainment.
Teacher outputs
• Job satisfaction
• Absenteeism
• Recruitment and retention rates
Administrator outputs
• Job satisfaction
• Balanced budgets
• Commitment to school
W. K. Hoy © 2003, 2008, 2011
Input-Output Research
How are educational resources (inputs) changed
into educational outcomes (outputs)?
•Per pupil
spending
•Teacher
preparation
•Teacherstudent ratios
•Modern
facilities
•State of the
art technology
Educational
Program
W. K. Hoy © 2003, 2008, 2011
Student
Achievement
Input-Output Research
Equality of Educational Opportunity Study, James
Coleman and Associates (1966)
– Largest survey of American public education ever
undertaken
– Controlled for home background variables such as
family size, structure and socioeconomic status
Findings: School inputs showed only weak
relationships to differences in student
achievement.
W. K. Hoy © 2003, 2008, 2011
Academic Achievement:
Lee & Shute Model
Factors Promoting High Academic Achievement
1. High Student Engagement
2. Sound Student Learning Strategies
3. Strong Academic Emphasis of the School
4. Collective Efficacy of the School
5. Principal Leadership
6. Parental Involvement
7. Peer Influence
Student engagement and learning strategies operating in a
school climate conducive to learning (academic emphasis,
collective efficacy, strong principal support) and reinforced
by parents and peers produce high academic achievement.
What is the teacher’s role in this model?
W. K. Hoy © 2003, 2008, 2011
Supports for Academic Achievement:
Bryk and Colleagues
Essential Supports for Academic Achievement
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Instructional Leadership
Relational Trust across the School Community
Instructional Guidance
Professional Capacity
School-Learning Climate
Parent-School Community Ties
Bonding and Bridging Social Capital of the
Community
W. K. Hoy © 2003, 2008, 2011
Essential Supports Model
W. K. Hoy © 2003, 2008, 2011
Organizational Model for Student
Achievement: Hoy & Woolfolk Hoy
W. K. Hoy © 2003, 2008, 2011
Hattie’s Mega-Analysis of
Academic Achievement
Six Signposts
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Teachers matter; they are the most powerful forces in helping students to learn.
Effective teachers are directive, caring, and passionately engaged in the teachinglearning process.
Effective teachers are aware of what each student is thinking, which enables
them to construct meaning and relevant experiences for their students. This
requires a proficient and deep understanding of their subject matter so they can
provide useful feedback as they move the student through the curriculum.
Effective teachers know what they want to teach, how to do it successfully, when
each student understands, and what to do when understanding falls short.
Effective teachers use multiple perspectives to convey ideas so that learners can
construct and reconstruct knowledge--it is the learner’s construction of
knowledge that is critical.
Effective school leaders cooperate with their teachers to create a school culture
and classroom climates conducive to learning. Mistakes must be seen as
opportunities for students to learn, relearn, and explore without the fear of
failure.
W. K. Hoy © 2003, 2008, 2011
Mott’s General Model of
Organizational Effectiveness
Criteria of Overall Effectiveness
– Quality of outputs
– Quantity of outputs
– Efficiency of production
– Adaptability and flexibility of the organization
W. K. Hoy © 2003, 2008, 2011
Quinn and Quinn’s
Competing Values Framework
• The Competitive View defines effectiveness in terms of how productive
the school is compared to other similar schools using such measures as
student test scores and value-added scores.
• The Collaborative View defines effectiveness in terms of collaborative
and developmental features of the school using such indicators as
faculty morale, student social and emotional development,
cohesiveness, and openness and health of the school climate.
• The Control View defines effectiveness in terms of how stable and
reliable the school is focusing on such criteria as efficiency, tight
coupling, and management of school community relations.
• The Creative View defines effectiveness in terms of how adaptable and
innovative the school is measuring such features as successful reform,
creativity, and uniqueness.
Why not use all four views to evaluate school effectiveness?
W. K. Hoy © 2003, 2008, 2011
Practical Imperatives
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Look outward: The external environment is a valuable resource.
Look inward: Internal dynamics drive the system.
Focus on students: Learning is the end and engaged students are the means.
Focus on teachers: Teachers are the most direct and powerful aid to student
learning.
Focus on instruction: Quality of teaching is the most important factor in
student learning.
Cultivate a culture of academic optimism: Efficacy, trust, and academic
emphasis undergird motivation.
Develop professional capacity: It creates positive school-learning climates.
Reach out to parents: Teacher-parent cooperation is a powerful catalyst to
learning.
Monitor the effectiveness of your school: Use multiple indicators of cognitive
and affective success.
Use structure, culture, politics, and motivation to support teaching and
learning: These are building blocks of effectiveness
W. K. Hoy © 2003, 2008, 2011