Effective Schools Correlates provide a framework for reform based on seven guiding principles, or correlates, derived from empirical investigations and case studies of school success. They describe the culture and learning climate of schools where students are achieving. The correlates have continually led schools, administrators, and teachers towards looking at ways to improve the culture of a school, and the achievement of its students.

A Clear and Focused Mission
In the Effective School, there is a clearly articulated school mission through which the staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, and accountability.

• The school staff knows and understands the primary mission of their school

• Student learning is the most important criteria used in making decisions

• State level standards are incorporated in and aligned with the local curriculum

• The instructional program focuses on specific grade or course level student expectations. Performance indicators which have been identified and agreed upon by school staff

High Expectations for Success
In the Effective School, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of essential school skills and that they, the staff, have the capability to help all students do so.

• Teachers believe that all of their students can achieve and expect their students to achieve, and their behaviors communicate this to the students

• Attention is distributed equally between low and high achieving students

• Students know what is expected of them, and teachers provide opportunities for students to experience success

• Teachers provide opportunities for student responsibility and leadership

Instructional Leadership
In the Effective School, the principal is the instructional leader who shares leadership with the rest of the staff. He or she is a leader of leaders.

• The principal, with the rest of the staff, emphasizes that the purpose of the school is learning

• The principal and teachers are active and involved with all aspects of the school. They are resourceful, bold, supportive and dedicated to the mission of the school

• The principal and teachers convey high expectations for student, staff, and administrator performance

• Both principal and teacher collaborate to strengthen the instructional programs and monitor progress of students

Frequent Monitoring of Student Progress
In the Effective School, student academic progress is measured frequently. A variety of assessment procedures are used and the results of the assessments are used to improve individual students’ performance and to improve the instructional program.

• Achievement data drives changes in instructional programs and school procedures

• Test data, grade distribution and enrollment patterns are analyzed by race, gender, ethnicity and socio-economic status to detect any inequity and to ensure that all students are learning

• Summaries of student performances are shared with all staff and reported to the community. Both district-wide and individual school scores are analyzed by all staff to make inferences about program success and target new areas for school improvement

• Norm-referenced tests and/or authentic assessments are designed and/or used by teachers to assess the degree of student mastery of grade level or course objectives

Opportunity to Learn and Student Time on Task
In the Effective School, teachers allocate a significant amount of classroom time to instruction in the essential skills.

• The time allocated for instruction in content areas is specified. The amount of time allocated to instruction in a particular content area is positively associated with learning

• Teachers reduce the number of digressions and focus instruction on the objective to be learned

• Teachers clearly communicate the purpose or goal of each lesson

• The student success rate, in achieving standards, is 80-85% to insure productive learning. This is accomplished by teachers monitoring the quality of their lessons, revising and reteaching and differentiating student assignments for the same objective

Safe and Orderly Environment
In the Effective School, there is an orderly, purposeful business-like atmosphere which is free from threat of physical harm. The school climate is conducive to teaching and learning.

• The school staff believes, and their behavior demonstrates, that consistency across the staff is key to a positive climate

• The school staff accepts the proposition that they are on duty at all times and everywhere while at school

• There is a positive climate for students. Good behavior, achievement, efforts and attributes are rewarded

• Well-kept interiors and administrative attention to the school’s appearance are important

Home/School Relations
In the Effective School, parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school to achieve the mission.

• Parents have a clear understanding of school goals and curriculum standards through frequent communication

• Parents are given information on how to help their children at home

• Parents are given complete information on their child’s progress, including results in statewide tests and whether or not the child is achieving at, below or above grade level

• Multiple means are used to communicate with parents including handbooks, newsletters, notes home, telephone calls, parent/teacher conferences, home visits, home learning packets and school and class meetings, etc.