Connections Between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools REL


By Caitlin Scott and Danette Parsley with Traci Fantz

Education Northwest

March 2014
First page of report

Many education leaders use perceptual survey data to make school improvement decisions. However, this Regional Educational Laboratory (REL) Northwest study found that teachers’ perceptions of school improvement goals, processes, and supports measured by the Educational Effectiveness Survey (EES) were not generally related to three student outcomes in Idaho schools: proficiency in reading, proficiency in math, and attendance. The EES, an annual survey developed by the Center on Educational Effectiveness, is used widely in the Northwest region and is similar to other teacher perceptual surveys used nationally. The study focused on 75 low-achieving Idaho schools, many of them rural, which used the state’s improvement services and took the EES in 2012. The findings suggest that educators should proceed cautiously when using perceptual survey data to inform school improvement efforts.

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