Examining relationships among elementary schools' contexts, leadership, instructional practices, and added-year outcomes: a regression discontinuity approach

This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model...

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Bibliographic Details
Published in:School effectiveness and school improvement 2010-12, Vol.21 (4), p.377-408
Main Authors: Heck, Ronald H., Moriyama, Karen
Format: Article
Language:English
Subjects:
absolute schooling effects
Educational Environment
Educational leadership
Effective Schools Research
Elementary School Students
Elementary Schools
Institutional Characteristics
Instructional design
Instructional Leadership
Mathematics Achievement
Mathematics education
modeling educational effectiveness
Outcomes of Education
Reading
Reading Achievement
regression discontinuity
School Demography
School Effectiveness
school instructional practices
school leadership
Teaching Methods
United States (West)
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Summary:This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an "added year of schooling" in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research.
ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2010.500097