The basic belief of the Effective Schools Movement is that all students can learn, regardless of socioeconomic status or race. Schools are in control of enough variables to increase and sustain student achievement (Lezotte, 1991). The all students can learn movement depends on seven different correlates working interdependently to improve student achievement, including:
- frequent and continuous monitoring of data
- strong instructional leadership
- a culture of high expectations
- a safe and orderly environment
- a clear and focused mission
- opportunity to learn and time on task
- positive home-school relationships
In my own school, the mission is very closely aligned with the Correlates of Effective Schools: All students can learn. All means all! In my current position as the attendance dean at an alternative middle and high school, I place heavy importance on creating positive home-school relationships. It always seems as though teachers are hesitant to contact parents. It can be especially intimidating when it’s necessary to use language line to help translate for non-English speaking parents. Parents are our greatest allies! They want to work as a team to get their child the best education possible. Through this blog I will often explore strategies for developing positive home-school relationships. I hope you will contribute ideas that you have found to be successful.
Is your school doing everything it can to ensure that these correlates are met? Which correlate do you find is especially difficult for schools to improve upon?
—-Stephanie Scott http://effectivek12schools.com—-
Lezotte, L. (1991). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools, Ltd. Retrieved from http://www.edutopia.org/pdfs/edutopia.org-closing-achievement-gap-lezotte-article.pdf