Dr. Lawrence Lezotte is known as the preeminent spokesperson for Effective Schools research and implementation. He has written numerous books based on the Seven Correlates of Effective Schools. As a nationally renowned education consultant and commentator, he touches the lives of thousands of educators and tens of thousands of students each year through workshops and conferences across North America. In recognition of his efforts, Dr. Lezotte received the 2003 Council of Chief State School Officers’ Distinguished Service Award and, in 2009, he became the ninth recipient of the Brock International Prize in Education.

Dr. Lezotte and his colleagues have identified the common characteristics of successful schools where all children learn. An Effective School can be defined as an institution “that can, in outcome (performance or results) terms, reflective of its learning for all mission, demonstrate the presence of equity in quality.” The research of these dedicated individuals refuted the notion that schools had no impact on learning and, in doing so, identified the Correlates of Effective Schools. The question Tri-Valley parents may want to ask themselves is whether or not their child’s school meets these criteria:

1. Climate of High Expectations for Success – The school’s staff believe and demonstrate that all students can attain mastery of the essential school skills. The staff also believe that they have the capability to help all students achieve that mastery. Effective Schools establish high expectations for their students and do not make excuses to rationalize student underperformance.
2. Safe & Orderly Environment – An orderly, purposeful, and businesslike atmosphere that is free from the threat of physical harm exists at the school. The school climate is not oppressive and is conducive to teaching and learning. Teachers understand the mechanics of teamwork. The school has fostered an environment of collaboration, and the staff have nurtured the belief that collaboration, which often requires more time initially, will assist the schools to be more effective and satisfying in the long run.
3. Instructional Leadership – The principal and the teachers act as instructional leaders. They effectively and persistently communicate that mission to the parents and students.
4. Clear and Focused Mission – The staff share an understanding of and a commitment to the school’s goals, priorities, assessment procedures, and accountability. They accept responsibility for the students’ learning of the essential curricular goals.
5. Opportunity to Learn and Conscious Prioritization of Student Time on Task – In Effective School, teachers allocate a significant amount of classroom time to instruction in the essential curricular areas. For a high percentage of this time, students are actively engaged in whole-class or large-group learning activities that are planned and directed by the teachers. Time on task implies that each of the teachers at the school has a clear understanding of what the essential learner objectives are.
6. Frequent Monitoring of Student Progress – Pupil progress over the essential objectives are measured and monitored frequently. The results of those assessments are used to improve the individual student behaviors and performances, as well as to improve the curriculum as a whole.
7. Positive Home-School Relations – Parents are just as critical to their student’s success as the teachers and administrators. In Effective schools, parents understand and support the basic mission of the school and are given opportunities to play important roles in helping the school to achieve its mission.

Does your child’s school meet these criteria? If not or you aren’t sure, please consider contacting your student’s school principal to walk through these seven Correlates of Effective Schools.

Around Dublin would like to thank Effective Schools for their contribution to this article.