In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.
Abdul-JabbarM.KurshanB. (2015). Educational ecosystems: A trend in urban educational innovation. Penn GSE Perspectives on Urban Education, 12(1), n1.
2.
AinscowM.WestM. (2006). Improving urban schools: Leadership and collaboration. McGraw-Hill Education.
3.
AnyonY.GregoryA.StoneS.FarrarJ.JensonJ. M.McQueenJ.DowningB.GreerE.SimmonsJ. (2016). Restorative interventions and school discipline sanctions in a large urban school district. American Educational Research Journal, 53(6), 1663–1697. https://doi.org/10.3102/0002831216675719
4.
BonnerP. J.WarrenS. R.JiangY. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697–726. https://doi.org/10.1177/0013124517713820
5.
BoutteG. S. (2012). Urban schools: Challenges and possibilities for early childhood and elementary education. Urban Education, 47(2), 515–550. https://doi.org/10.1177/0042085911429583
6.
BoyleB.LamprianouI.BoyleT. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1–27. https://doi.org/10.1080/09243450500114819
CreemersB. P. M.KyriakidesL. (2010). Explaining stability and changes in school effectiveness by looking at changes in the functioning of school factors. School Effectiveness and School Improvement, 21(4), 409–427. https://doi.org/10.1080/09243453.2010.512795
9.
CubanL. (2001). Leadership for student learning: Urban school leadership—Different in kind and degree. Institute for Educational Leadership.
10.
Duncan-AndradeJ. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20(6), 617–638. https://doi.org/10.1080/09518390701630767
11.
Easton-BrooksD. (2021). Ethnic-matching in urban schools. In MillnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 234–252). Routledge.
12.
GatesS. M.HamiltonL. S.MartorellP.BurkhauserS.HeatonP.PiersonA.GuK. (2014). Preparing principals to raise student achievement: Implementation and effects of the new leaders program in ten districts (Research report). RAND Corporation.
13.
HallingerP.HeckR. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214
14.
HallingerP.LiuS. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163–173. https://doi.org/10.1016/j.ijedudev.2016.10.001
15.
HarrisA.BennettN. (2004). School effectiveness and school improvement: Alternative perspectives. Continuum.
16.
HirschfieldP. J.CelinskaK. (2011). Beyond fear: Sociological perspectives on the criminalization of school discipline. Sociology Compass, 5(1), 1–12. https://doi.org/10.1111/j.1751-9020.2010.00342.x
17.
JacksonJ. (2005). Leadership for urban public schools. Educational Forum, 69(2), 192–202.
KnoblauchD.ChaseM. A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104–114. https://doi.org/10.1016/j.tate.2014.10.001
20.
KohliR. (2018). Behind school doors: The impact of hostile racial climates on urban teachers of color. Urban Education, 53(3), 307–333. https://doi.org/10.1177/0042085916636653
21.
LeithwoodK.LouisK. S. (Eds.) (2021). Organizational learning in schools. Taylor & Francis.
22.
LomosC.HofmanR. H.BoskerR. J. (2011). Professional communities and student achievement – A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467
23.
MayJ. J. (2023). The market-driven age of education: Challenges of urban school leadership. Mid-Western Educational Researcher, 20(4), 5.
New Leaders for New Schools. (2009). Principal effectiveness: A new principalship to drive student achievement, teacher effectiveness and school turnarounds with key insights from the urban excellence framework [Tm]. Executive summary. ERIC Clearinghouse.
27.
RaudenbushS. W.CongdonR. T. (2021). HLM 8: Hierarchical linear and nonlinear modelling. Scientific Software International, Inc.
28.
ReynoldsD. (2010). School effectiveness. A&C Black.
29.
ReynoldsD.SammonsP.De FraineB.Van DammeJ.TownsendT.TeddlieC.StringfieldS. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. https://doi.org/10.1080/09243453.2014.885450
30.
Rivera-McCutchenR. L. (2021). “We don’t got time for grumbling”: Toward an ethic of radical care in urban school leadership. Educational Administration Quarterly, 57(2), 257–289. https://doi.org/10.1177/0013161x20925892
31.
ScheerensJ. (2013). The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement, 24(1), 1–38. https://doi.org/10.1080/09243453.2012.691100
32.
Seashore LouisK.DretzkeB.WahlstromK. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315–336. https://doi.org/10.1080/09243453.2010.486586
33.
ShannM. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. Journal of Education and Research, 92(2), 67–73. https://doi.org/10.1080/00220679809597578
34.
ShenJ.WegenkeG. L.CooleyV. E. (2003). Has the public teaching force become more diversified? National and longitudinal perspectives on gender, race, and ethnicity. Educational Horizons, 81(3), 112–118.
35.
ShenJ.WuH.ReevesP.ZhengY.RyanL.AndersonD. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research and Reviews, 31, 1–19. https://doi.org/10.1016/j.edurev.2020.100357
ThruppM. (1998). Exploring the politics of blame: School inspection and its contestation in New Zealand and England. Comparative Education, 34(2), 195–209. https://doi.org/10.1080/03050069828270
39.
ThruppM.LuptonR. (2006). Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies, 54(3), 308–328. https://doi.org/10.1111/j.1467-8527.2006.00348.x
40.
VanlaarG.KyriakidesL.PanayiotouA.VandecandelaereM.McMahonL.De FraineB.Van DammeJ. (2016). Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? A cross-country study. Research Papers in Education, 31(2), 183–211. https://doi.org/10.1080/02671522.2015.1027724
41.
VerachtertP.Van DammeJ.OnghenaP.GhesquièreP. (2009). A seasonal perspective on school effectiveness: Evidence from a Flemish longitudinal study in kindergarten and first grade. School Effectiveness and School Improvement, 20, 215–233. https://doi.org/10.1080/09243450902883896
42.
WuH.ShenJ. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research and Reviews, 35(4), 1–17. https://doi.org/10.1016/j.edurev.2021.100423
43.
YavuzO.GülmezG. (2018). Preparing perform and impact ready school leaders for improving urban school success. Research in Educational Administration and Leadership, 3(1), 88–120. https://doi.org/10.30828/real/2018.1.4
