This report from the Institute of Education Sciences provides information on how perception data from a teacher survey in Idaho correlated with student outcomes that school improvement efforts seek to affect. The survey was the Educational Effectiveness Survey (EES), an annual teacher survey developed and administered by the Center on Educational Effectiveness to gather data on school qualities believed to be the goals, processes, and supports essential for school success.
A total of 75 low-achieving schools received the survey, and 1,745 teachers (91%) responded. The teachers rated their perceptions of their school on topics such as effective school leadership; curriculum, instruction, and assessment aligned with standards; and focused professional development.
Analyses of the survey data and publicly available data from the Idaho State Department of Education revealed that teachers’ perceptions of the presence of essential goals, processes, and supports were generally not related to students’ reading proficiency, math proficiency, or attendance. According to the report, these findings suggest that educators should proceed cautiously when using perceptual survey data to make school improvement decisions.
Source: Connections Between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools (2014), Institute of Education Sciences.