Similar Students, Different Results: Why Do Some Schools Do Better?

Publisher: EdSource
Publication Date: 2006, June
Publication City: Mountain View
Publication State: CA
Full text available online at: http://www.edsource.org/pub_SimStu6-06_SummaryReport.html

Abstract (written by WestEd)

This study, conducted by EdSource and researchers at WestEd, Stanford University, the University of California at Berkeley, and the American Institutes for Research, sought to answer the following research question: What school factors account for the difference in CA Academic Performance Index (API) performance among schools that serve similar students (as indicated by the School Characteristics Index)?

The study found that four factors were most strongly correlated with higher school API scores:

1. prioritizing student achievement;
   
2. implementing a coherent, standards-based instructional program;
   
3. using assessment data to improve student achievement and instruction; and
   
4. ensuring the availability of instructional resources.

Three other factors also had positive, albeit much weaker, correlations with school performance:

1. involving and supporting parents;
2. encouraging teacher collaboration and professional development; and
3. enforcing higher expectations for student performance.

No one factor acted independently. Schools that implemented more of these factors effectively typically had higher average API scores. The study further indicates that performance is higher in schools having closely aligned teacher, principal, and district official actions closely aligned and focused on student achievement.