Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools

2022 ◽  
pp. 1-23
Author(s):  
Andrew Malcolm
Keyword(s):  
High Performing Schools ◽  
High Performing

Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools

2020 ◽  
pp. 001312452097267
Author(s):  
Zachary D. Blizard
Keyword(s):  
Elementary Schools ◽  
Economically Disadvantaged ◽  
Local System ◽  
Experienced Teachers ◽  
Economic Mobility ◽  
High Performing Schools ◽  
High Performing ◽  
Disadvantaged Children ◽  
Forsyth County ◽  
Inexperienced Teacher

Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant predictor of school performance. At high-performing schools, a much larger share of their faculties consist of highly experienced and educated teachers, compared to low-performing schools that predominately serve economically disadvantaged children. Experienced and high-quality teachers can have significant long-term impacts on elementary school children, especially those who come from underprivileged families. Yet in Forsyth County, schools with greater shares of economically disadvantaged children have lower percentages of teachers with these characteristics. I argue that the Forsyth County school system can assist in reversing low mobility rates by allocating more experienced teachers toward low-performing elementary schools that serve mostly disadvantaged children. This will insure that these schools have higher experienced-to-inexperienced teacher ratios, while also helping to reduce teacher turnover.

A Quality Education for Whom?

Trespassers? ◽  
2017 ◽  
Author(s):  
Willow S. Lung-Amam
Keyword(s):  
Asian American ◽  
Academic Culture ◽  
San Jose ◽  
Educational Values ◽  
High Performing Schools ◽  
High Performing ◽  
White Families ◽  
Large Numbers ◽  
Considerable Resistance ◽  
American Families

This chapter considers how migrants' educational priorities and practices reshaped Silicon Valley neighborhoods and schools. For many Asian American families, high-performing schools have been among the most important factors drawing them to particular communities around the region and to their imagined geography of “good” suburban neighborhoods. The academic culture and practices that Asian Americans introduced in Fremont schools, however, has been met with considerable resistance. A case study of the Mission San Jose neighborhood in Fremont shows that as large numbers of Asian American families moved into the community, primarily for access to its highly ranked schools, many established White families moved out. This pattern of so-called White flight was driven in part by tensions between Asian American and White students and parents over educational values, school culture, and academic competition.

scholarly journals Investigating Teacher Trust towards Principal in High Performing Schools: Comparisons on Teacher Demographic Profiles

2015 ◽  
Vol 11 (5) ◽  
Author(s):  
Lokman Mohd Tahir ◽  
Mohammed Borhandden Musah ◽  
Shafeeq Hussain Vazhathodi Al-Hudawi ◽  
Sanitah Mohd Yusof ◽  
Mohd Hanafi Mohd Yasin
Keyword(s):  
High Performing Schools ◽  
High Performing ◽  
Demographic Profiles ◽  
Teacher Trust

Leading High-Performing Schools

2012 ◽  
pp. 149-163
Author(s):  
Mark Brundrett ◽  
Neil Burton
Keyword(s):  
High Performing Schools ◽  
High Performing

High-Stakes Testing: Worth the Price?

1997 ◽  
Vol 7 (4) ◽  
pp. 345-368 ◽  
Author(s):  
Stephen P. Gordon ◽  
Marianne Reese
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Depth Data ◽  
Negative Side Effects ◽  
Learning School ◽  
Texas School Districts

The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

2018 ◽  
Vol 32 (3) ◽  
pp. 479-497 ◽  
Author(s):  
Mohammed Borhandden Musah ◽  
Rozanne Emilia Abdul Rahman ◽  
Lokman Mohd Tahir ◽  
Shafeeq Hussain Vazhathodi Al-Hudawi ◽  
Khadijah Daud
Keyword(s):  
School Effectiveness ◽  
Empirical Studies ◽  
Dyadic Relationships ◽  
Role Development ◽  
Dyadic Relationship ◽  
High Performing Schools ◽  
Content Type ◽  
High Performing ◽  
Member Exchange ◽  
Development Processes

PurposeThe purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.Design/methodology/approachUsing a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.FindingsThe findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.Practical implicationsThe findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.Originality/valueThe results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.

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