Question 1

List the seven effective school correlates that are still considered to be relevant for today.

Accepted Answer

The following are acceptable. Strong instructional leadership Clear and focused mission Safe and orderly environment Climate of high expectations Frequent monitoring of student progress Positive home-school relations Opportunity to learn

Question 2

Much of the early research on effective schools was what is referred to as "outlier" studies. Which of the following is the best definition of what that means?

Accepted Answer

A)  Outlier studies are those which take place in remote areas of the United States. 
B)  Outlier studies are those which report on falsified data which were known to be sent from out and out liars. 
C)  Outlier studies are those that come from far ends of the distribution - where all students qualify for free or reduced price lunch, but the school has extremely high test scores. 
D)  None are correct 
A)  Outlier studies are those which take place in remote areas of the United States. 
B)  Outlier studies are those which report on falsified data which were known to be sent from out and out liars. 
C)  Outlier studies are those that come from far ends of the distribution - where all students qualify for free or reduced price lunch, but the school has extremely high test scores. 
D)  None are correct C

Question 3

Which of the following is not true of the effective schools correlates?

Accepted Answer

A)  The correlates function independently of each other to achieve the optimum effect for student achievement. 
B)  The correlates are not recipes to create high-achieving schools. 
C)  The correlates are prerequisites for effective schools. 
D)  Each correlate has many steps that must be implemented. 
A)  The correlates function independently of each other to achieve the optimum effect for student achievement. 
B)  The correlates are not recipes to create high-achieving schools. 
C)  The correlates are prerequisites for effective schools. 
D)  Each correlate has many steps that must be implemented. A

Question 4

List four of the five correlates of effective schools that Ron Edmonds first articulated.

Accepted Answer

Any four of the following are acceptable

Question 5

In spite of small samples and statistical issues, the effective schools studies showed specific characteristics. Which of the following was not included in those characteristics?

Accepted Answer

A)  All the schools had high percentages of students who qualified for free and reduced price lunch. 
B)  All had good discipline. 
C)  Teachers had high expectations for student achievement. 
D)  The leadership was effective. 
A)  All the schools had high percentages of students who qualified for free and reduced price lunch. 
B)  All had good discipline. 
C)  Teachers had high expectations for student achievement. 
D)  The leadership was effective.

Question 6

Which of the following is not a benefit from strong family-school ties?

Accepted Answer

A)  Improved teacher morale 
B)  Higher ratings of teachers by parents 
C)  Decreased community support 
D)  Higher student achievement 
A)  Improved teacher morale 
B)  Higher ratings of teachers by parents 
C)  Decreased community support 
D)  Higher student achievement

Question 7

Which of the following is not associated with the correlate of Positive Home-School Relations?

Accepted Answer

A)  Teachers understand and relate positively to students of diverse backgrounds. 
B)  Parents and teachers meet together in formal conferences at least once a month. 
C)  Parents feel increasingly comfortable in the school and supporting their student at home. 
D)  Teachers regularly call parents to discuss their child's progress and problems. 
A)  Teachers understand and relate positively to students of diverse backgrounds. 
B)  Parents and teachers meet together in formal conferences at least once a month. 
C)  Parents feel increasingly comfortable in the school and supporting their student at home. 
D)  Teachers regularly call parents to discuss their child's progress and problems.

Question 8

Which of the following did not work with Edmonds in the effective schools research?

Accepted Answer

A)  Larry Lezotte 
B)  Wilbur Brookover 
C)  John Coleman 
D)  Dabney Coleman 
E)  Larry Lezotte and Wilbur Brookover
F) John and Dabney Coleman 
A)  Larry Lezotte 
B)  Wilbur Brookover 
C)  John Coleman 
D)  Dabney Coleman 
E)  Larry Lezotte and Wilbur Brookover
F) John and Dabney Coleman

Question 9

Which of the following is not associated with the correlate of Strong Instructional Leadership?

Accepted Answer

A)  Setting high, clear, and public standards 
B)  Developing a learning-centered climate of caring and trust 
C)  Developing teacher leadership 
D)  Transferring poor teachers to another school 
E)  All are associated with strong instructional leadership 
A)  Setting high, clear, and public standards 
B)  Developing a learning-centered climate of caring and trust 
C)  Developing teacher leadership 
D)  Transferring poor teachers to another school 
E)  All are associated with strong instructional leadership

Question 10

Discuss the value and limitations of the effective schools correlates. Be sure to discuss each of the correlates and why each is important.  Finally, explain the general limitations of the correlates.

Accepted Answer

The effective schools correlates, also k

Question 11

List six of the eight realities that limit what the effective schools correlates can and cannot do to improve schools.

Accepted Answer

Any six of the following would be accept

Question 12

Which of the following is not associated with the correlate of Time on Task?

Accepted Answer

A)  Schools establish curricular priorities, ensure appropriate teacher assignments, and provide students with needed supports. 
B)  All students are enrolled in in-challenge, high-status courses with high-quality curriculum and effective teachers. 
C)  Schools keep the expectations for student achievement high but vary the time and other resources needed to help every student reach the standards. 
D)  Special education students are not included in all the academic classes, but are supported with other teachers. 
A)  Schools establish curricular priorities, ensure appropriate teacher assignments, and provide students with needed supports. 
B)  All students are enrolled in in-challenge, high-status courses with high-quality curriculum and effective teachers. 
C)  Schools keep the expectations for student achievement high but vary the time and other resources needed to help every student reach the standards. 
D)  Special education students are not included in all the academic classes, but are supported with other teachers.

Question 13

Which of the following is not associated with the correlate of Frequent Monitoring of Student Progress?

Accepted Answer

A)  Indicators of student and school achievement are visibly posted in the school. 
B)  Teachers promptly grade and return student work with useful feedback. 
C)  Teachers analyze and interpret a variety of student assessment data to monitor and advance student learning. 
D)  Students have a decreasingly active role in assessing and evaluating their own progress. 
A)  Indicators of student and school achievement are visibly posted in the school. 
B)  Teachers promptly grade and return student work with useful feedback. 
C)  Teachers analyze and interpret a variety of student assessment data to monitor and advance student learning. 
D)  Students have a decreasingly active role in assessing and evaluating their own progress.

Question 14

List and explain the four curricula that exist in schools.

Accepted Answer

The intended curriculum - the official c

Question 15

List at least four benefits that are realized when strong family-school ties are established in a community.

Accepted Answer

Any of the following or items discussed

Question 16

Which of the following is not associated with the correlate of Safe and Orderly Environment?

Accepted Answer

A)  Any teacher with National Rifle Association training may bring a concealed weapon on the school premises. 
B)  The school is clean, inviting, and comfortable. 
C)  Rules and expectations are clearly and visibly communicated. 
D)  The curriculum includes multicultural education. 
A)  Any teacher with National Rifle Association training may bring a concealed weapon on the school premises. 
B)  The school is clean, inviting, and comfortable. 
C)  Rules and expectations are clearly and visibly communicated. 
D)  The curriculum includes multicultural education.

Question 17

Which of the following is not associated with the correlate of Climate of High Expectations?

Accepted Answer

A)  The school has developed a shared vision of a school with all students achieving high levels of success in a rigorous curriculum. 
B)  Students are encouraged to set high learning goals. 
C)  Students and teachers work together to master expected content and skills. 
D)  The school has very high suspension and dropout rates and low promotion or graduation rates. 
A)  The school has developed a shared vision of a school with all students achieving high levels of success in a rigorous curriculum. 
B)  Students are encouraged to set high learning goals. 
C)  Students and teachers work together to master expected content and skills. 
D)  The school has very high suspension and dropout rates and low promotion or graduation rates.

Question 18

The researcher who identified the correlates of effective schools was

Accepted Answer

A)  John Goodlad 
B)  Linda Darling-Hammond 
C)  Robert Marzano 
D)  Ron Edmonds 
E)  Casey Stengel 
A)  John Goodlad 
B)  Linda Darling-Hammond 
C)  Robert Marzano 
D)  Ron Edmonds 
E)  Casey Stengel

Question 19

Which of the following is true of the effective schools correlates?

Accepted Answer

A)  The one model works for all schools. 
B)  The correlates are guarantees for attaining high and equitable achievement for all students. 
C)  Schools cannot undertake all the correlates at one time. 
D)  Once the correlates are in effect, monitoring of the correlates is no longer necessary. 
A)  The one model works for all schools. 
B)  The correlates are guarantees for attaining high and equitable achievement for all students. 
C)  Schools cannot undertake all the correlates at one time. 
D)  Once the correlates are in effect, monitoring of the correlates is no longer necessary.

Question 20

Which of the following is not a true statement about Edmonds' definition of an effective school?

Accepted Answer

A)  It was one in which low income and minority students' basic skills are at least as well developed as the middle-class children's skills. 
B)  It was one which has closed the achievement gap. 
C)  It was a school that brings an equal percentage of its highest and lowest social classes to minimum mastery. 
D)  It was a school where one could not guess a student's SES by looking at the reading scores. 
E)  All are true
F) None are true 
A)  It was one in which low income and minority students' basic skills are at least as well developed as the middle-class children's skills. 
B)  It was one which has closed the achievement gap. 
C)  It was a school that brings an equal percentage of its highest and lowest social classes to minimum mastery. 
D)  It was a school where one could not guess a student's SES by looking at the reading scores. 
E)  All are true
F) None are true

List the seven effective school correlates that are still considered to be relevant for today.

Much of the early research on effective schools was what is referred to as "outlier" studies. Which of the following is the best definition of what that means?

Which of the following is not true of the effective schools correlates?

List four of the five correlates of effective schools that Ron Edmonds first articulated.

In spite of small samples and statistical issues, the effective schools studies showed specific characteristics. Which of the following was not included in those characteristics?

Which of the following is not a benefit from strong family-school ties?

Which of the following is not associated with the correlate of Positive Home-School Relations?

Which of the following did not work with Edmonds in the effective schools research?

Which of the following is not associated with the correlate of Strong Instructional Leadership?

Discuss the value and limitations of the effective schools correlates. Be sure to discuss each of the correlates and why each is important. Finally, explain the general limitations of the correlates.

List six of the eight realities that limit what the effective schools correlates can and cannot do to improve schools.

Which of the following is not associated with the correlate of Time on Task?

Which of the following is not associated with the correlate of Frequent Monitoring of Student Progress?

List and explain the four curricula that exist in schools.

List at least four benefits that are realized when strong family-school ties are established in a community.

Which of the following is not associated with the correlate of Safe and Orderly Environment?

Which of the following is not associated with the correlate of Climate of High Expectations?

The researcher who identified the correlates of effective schools was

Which of the following is true of the effective schools correlates?

Which of the following is not a true statement about Edmonds' definition of an effective school?

So You Want to Be a Teacher

Teaching As a Profession

Philosophy of Education

The History of American Public Education

Education Reform: 1900 to Today

Competing Goals of Public Education

Cultural, Social and Educational Causes of the Achievement Gap and How to Fix It

Diversity and Cultural Assets in Education

Teachers, Ethics, and the Law

School Governance and Structure

School Finance

Curriculum

Instruction

Standards, Achievement, and Accountability

Filters

Exam 15: Best Practices for Effective Schools

List the seven effective school correlates that are still considered to be relevant for today.

Much of the early research on effective schools was what is referred to as "outlier" studies. Which of the following is the best definition of what that means?

Which of the following is not true of the effective schools correlates?

List four of the five correlates of effective schools that Ron Edmonds first articulated.

In spite of small samples and statistical issues, the effective schools studies showed specific characteristics. Which of the following was not included in those characteristics?

Which of the following is not a benefit from strong family-school ties?

Which of the following is not associated with the correlate of Positive Home-School Relations?

Which of the following did not work with Edmonds in the effective schools research?

Which of the following is not associated with the correlate of Strong Instructional Leadership?

Discuss the value and limitations of the effective schools correlates. Be sure to discuss each of the correlates and why each is important. Finally, explain the general limitations of the correlates.

List six of the eight realities that limit what the effective schools correlates can and cannot do to improve schools.

Which of the following is not associated with the correlate of Time on Task?

Which of the following is not associated with the correlate of Frequent Monitoring of Student Progress?

List and explain the four curricula that exist in schools.

List at least four benefits that are realized when strong family-school ties are established in a community.

Which of the following is not associated with the correlate of Safe and Orderly Environment?

Which of the following is not associated with the correlate of Climate of High Expectations?

The researcher who identified the correlates of effective schools was

Which of the following is true of the effective schools correlates?

Which of the following is not a true statement about Edmonds' definition of an effective school?

So You Want to Be a Teacher

Teaching As a Profession

Philosophy of Education

The History of American Public Education

Education Reform: 1900 to Today

Competing Goals of Public Education

Cultural, Social and Educational Causes of the Achievement Gap and How to Fix It

Diversity and Cultural Assets in Education

Teachers, Ethics, and the Law

School Governance and Structure

School Finance

Curriculum

Instruction

Standards, Achievement, and Accountability

Filters