School Effectiveness Research as a Point of Departure for School Evaluation

Abstract

Abstract School effectiveness research has demonstrated both substantial school effects even after controling for background factors such as student social and ethnical origin and level of attainment, and that the effects are probably to some extent due to the pedagogical and social climate of the school and to principles of management. These research findings are discussed in relation to a model for evaluation which can be administered at the level of local community and at school level, comprising three kinds of data: (1) background factors, especially student social origin and student level of attainment when entering school, (2) outcome factors, both crucial achievement measures and measures on student behavior and attitudes, and (3) school process and school climate factors. The model should enable school authorities and practitioners at the process level to analyse reasons for their standing and adapt actions for improving the pedagogical and social climate of the school. Further, it opens for comparison a representative sample of schools and analysis of their results.