What+Works+in+Schools

In 2000, McREL published a meta-analysis of research titled, //**A New Era of School Reform: What 30 Years of Research Tells Us**//. This study examined three decades of research on effective schools and student achievement to determine what characteristics of schools, classrooms, and students are most strongly associated with high student achievement. The findings of this analysis were subsequently translated into **//What Works in Schools//** (Marzano, 2003), which outlined five school practices, three teacher practices, and three student characteristics correlated with student achievement. These 11 factors (see below) suggest, in broad brush strokes, critical areas around which schools can focus improvement efforts.
 * **Level** || **Factor** || **Description** ||
 * School || Guaranteed & Viable Curriculum || Ensuring teachers address specific content, in specific courses, at specific grade levels, and that the content can be taught in the time available. ||
 * || Challenging Goals & Effective Feedback || Setting academic goals for individual students and the school, monitoring progress toward those goals, and providing timely feedback on progress. ||
 * || Parent & Community Involvement || Engaging parents in day-to-day activities of the school, decision making, and regular communication. ||
 * || Safe & Orderly Environment || Protecting students from physical or psychological harm and maintaining order so learning can take place. ||
 * || Collegiality & Professionalism || Developing teachers’ subject-matter knowledge, pedagogical knowledge, and belief in their ability to effect change. ||
 * Teacher || Instructional Strategies || Ensuring teachers’ awareness of, and ability to apply, research-based strategies at appropriate times to maximize student learning. ||
 * || Classroom Management || Establishing and enforcing rules and procedures, carrying out disciplinary actions, maintaining effective teacher-student relationships. ||
 * || Classroom Curriculum Design || Effectively sequencing and pacing learning experiences that are under the classroom teacher’s control. ||
 * Student || Home Environment || Parents’ communication about school, supervision, expectations, and parenting styles. ||
 * || Learned Intelligence & Background Knowledge || Students’ prior, learned knowledge of facts, generalizations, and principles about a specific domain. ||
 * || Motivation || Students’ efficacy, self-worth, emotions, and deeply seated needs and aspirations. ||

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