School Effectiveness in Developing Countries - A Summary of the Research Evidence

'Irrelevant' factors were

* the schools' average class sizes

* the formal organisation of the academic system of the
schools (e.g. having mixed ability or streamed ability
grouping arrangements) or the schools' pastoral system (e.g.
having form tutor or house based pupil welfare
arrangements);

* school locational arrangements (e.g. being split site or
not);

* the schools' sizes

* the ages and physical characteristics of the schools'
buildings.

The factors that were linked with effectiveness could be grouped under the
following broad headings:

* the pupil control system, with effective schools using
rewards, praise, encouragement and appreciation more than
punishments;

* the school environment for pupils, with effective schools
providing good working conditions for pupils and for their
teachers, being responsive to pupil needs and also providing
buildings that were well cared for and well decorated;

* the involvement of pupils, with effective schools giving
ample opportunities for pupils to take positions of
responsibility and to participate in the running of the school
and in the educational activities within the classrooms;

* the academic development of pupils, with effective
schools making positive use of homework, setting clear and
explicit academic goals, and with the teachers in these
effective schools having high expectations of, and positive
views of, the capabilities of their pupils;

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