Connections Between Teacher Perceptions of School Effectiveness and Student Outcomes in Low-Achieving Schools

This study focused on 75 low-achieving Idaho schools that used the state’s improvement services and took the EES in 2012. The EES, an annual survey developed by the Center on Educational Effectiveness, is used widely in the Northwest region and is similar to other teacher perceptual surveys used nationally.

 

The study found that teachers’ perceptions of school improvement goals, processes, and supports measured by the Educational Effectiveness Survey (EES) were not generally related to three student outcomes in Idaho schools: proficiency in reading, proficiency in math, and attendance.  

 

The findings suggest that educators should proceed cautiously when using perceptual survey data to make school improvement decisions.