- Ambitious Instruction60 - 26
- Supportive Environment33 - 14
- Collaborative TeachersN/A N/A
- Effective LeadersN/A N/A
- Involved FamiliesN/A N/A
The overall performance score is comprised of each of the 5Essentials scores. Schools that are at or above benchmark on 3 or more essentials are 10 times more likely to improve than schools that are below the benchmark.
| Where is William Penn Elementary School performing the highest? | |
|---|---|
| Math Instruction | 68 |
| English Instruction | 57 |
| Academic Press | 55 |
| Peer Support for Academic Work | 54 |
| Academic Personalism | 41 |
| What has improved most for William Penn Elementary School? | |
|---|---|
| no data available | |
| Where is William Penn Elementary School performing the lowest? | |
|---|---|
| Safety | 7 |
| Student-Teacher Trust | 28 |
| Academic Personalism | 41 |
| Peer Support for Academic Work | 54 |
| Academic Press | 55 |
| What has decreased most for William Penn Elementary School? | |
|---|---|
| Academic Press | 55 - 35 |
| Academic Personalism | 41 - 33 |
| English Instruction | 57 - 29 |
| Math Instruction | 68 - 15 |
| Safety | 7 - 11 |
As detailed in the seminal book, Organizing Schools for Improvement: Lessons from Chicago, UEI researchers determined that there are five essential supports for school success. These “5Essentials” detail the perspectives and processes central to the delivery and support of student learning.
The 5Essentials framework as measured by our survey instruments is a leading indicator of school performance now and predictive of the future. Data from over 650 schools (elementary and high schools) have found our survey measures to predict many aspects of student and school success, before and after controlling for school type, demographic composition, test scores, and socio-economic status. Our principal indication of the power of the 5Essentials is that University of Chicago analysis of two natural experiments spanning a total of 15 years each found that they mattered considerably: Schools strong in 3-5 Essentials were 10 times more likely to improve student learning substantially compared to schools weak in 3-5 Essentials. This evidence came from over 400 elementary schools representing the best and worst in Illinois. Following those natural experiments, we have found our survey measures reliably predict school success on a variety of outcomes for both high school and elementary schools, including:
References:
(Bryk, et al. 2010)(Selected by Education Next as one of the best education books of the decade: http://educationnext.org/the-best-books-of-the-past-decade-according-to-ed-next-readers/)
(Bryk, et al. 2010); (Easton, Ponisciak and Luppescu 2008); (Easton, Ponisciak and Luppescu 2008); (Allensworth, Correa and Ponisciak 2008); (Bryk, et al. 2010); (Roderick, Nagaoka, et al. 2008); (Allensworth and Easton 2007); (Allensworth and Easton 2007); (Allensworth, Ponisciak and Mazzeo 2009); (Allensworth, Nomi, et al. 2009); (Montgomery, Allensworth and Correa 2010)
In schools with strong Ambitious Instruction, classes are challenging and engaging. The instruction is clear, well-structured, and encourages students to build and apply knowledge. When combined with a supportive environment, Ambitious Instruction has the most direct effect on student learning. It is:
In schools with Effective Leaders, principals and teachers work together to implement a shared vision. In such schools, people, programs, and resources are focused on a vision for sustained improvement. Leaders:
In schools with strong Collaborative Teachers, all teachers collaborate to promote professional growth. In such schools, teachers are:
In schools with Involved Families, the entire staff builds strong external relationships. Such schools:
In schools with a Supportive Environment, the school is safe, demanding, and supportive. In such schools: