Further Evidence of School Effects

Abstract

This study examines the quality of education received by students in four urban elementary schools. The sample includes 493 school children in grades four through seven. Information on student achievement, classroom observations and teacher interviews were conducted over a two-year period. Differences in student progress in achievement are shown to be influenced by teacher, school, and community characteristics. Results from analyses performed at the student and classroom levels support the claim that specific school factors such as time spent on instruction have a significant impact on student achievement.