Eric.ed.gov – Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools. Summary. REL 2014-012

This summary highlights the findings of a study that examined the survey responses of teachers from 75 Idaho schools working on school improvement. Results of the study showed schools with higher teacher reports of the presence of the goals, processes, and supports essential for student success did not have higher rates of reading proficiency, math proficiency, or attendance. A few significant relationships were found in subsamples of schools. A significant positive relationship was also found between school attendance in elementary schools in 2012 and teacher ratings of five of nine other essential goals, supports, and processes. The findings suggest that Idaho educators and others using teacher perception surveys should proceed cautiously in making decisions based on perception surveys. They might also consider using data from other sources to assess the school goals, processes, and supports they seek to investigate through teacher surveys. [“Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools. Summary. REL 2014-012” was written with Traci Fantz. This report summary was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Education Northwest. For the full report, see ED544778.]