Title: What Makes a School Successful? The Five Factor Theory of Effective Schools | InformED
Headings: What Makes a School Successful? The Five Factor Theory of Effective Schools
What Makes a School Successful? The Five Factor Theory of Effective Schools
About Marianne Stenger

Content: Namely frequent teacher feedback, data driven instruction, high-dosage tutoring, increased instructional time and focus on academic achievement. So why the differing results? Experts caution that studies such as these have their limitations, primarily because there is still some disagreement over what defines an effective school. Some researchers say high academic achievement indicates a school’s success, while others define successful schools as those that foster personal growth, creativity and a positive self-concept. With this in mind, it may be better to view such factors as helpful guidelines rather than surefire prescriptions for the development of successful schools. Public Agenda, a nonprofit, nonpartisan organization dedicated to providing insights, tools and support through research and public engagement, recently released a report examining nine Ohio public schools that have exceptional academic reputations despite being known as high poverty schools. Some of the key findings were that all nine schools had principals with clear and strong visions who encouraged staff to get involved in problem solving and decision making, as well as teachers who were committed to making a difference in students’ lives and seeing their school succeed. The survey also found that these principals and teachers had consistently high expectations for all students, both in terms of student behavior and academic success. Moreover, the students from these nine schools reported that they felt valued, loved and challenged. Carolin Hagelskamp, director of research at Public Agenda and lead author of the 2013 report “Failure Is Not an Option,” believes that although there are common characteristics to be found in successful schools, it is important not to place too much emphasis on any one factor.