A Systems-Based Synthesis Of Research Related To Improving Students Academic Performance

Running head: IMPROVING STUDENT ACHIEVEMENT 1
A Systems-based Synthesis of Research
Related to Improving Students’ Academic Performance
William G. Huitt, Marsha A. Huitt, David M. Monetti, & John H. Hummel
Citation: Huitt, W., Huitt, M., Monetti, D., & Hummel, J. (2009). Asystems-based synthesis of
research related to improving students’ academic performance. Paper presented at the 3rd
International City Break Conference sponsored by the Athens Institute for Education and
Research (ATINER), October 16-19, Athens, Greece. Retrieved [date] from
http://www.edpsycinteractive.org/papers/improving-school-achievement.pdf
This paper addresses the issue of school improvement by looking to research on both the
variables that should be the focus of school improvement efforts as well as factors that make it
more likely that the organization will actually implement research findings. Issues of
transformational leadership, instructional leadership, and high functioning teams are addressed;
Hattie’s (2009) review of over 800 meta-analyses of variables related to school achievement is
the primary source of identifying classroom and school variables that can be addressed by
educators.
As developed nations move out of the industrial age into the information/conceptual age,
there is an ongoing debate about how to best prepare children and youth for adult success in the
twenty-first century (Huitt, 1999b, 2007). While there is a consensus that schools should play a
major role in this process, there is less agreement about exactly what that role should be. Some
believe that the primary focus of schools should be academic preparation of students (Hirsch,
1987, 1996; Tienken, & Wilson, 2001), that classroom teachers are primarily responsible for
student academic achievement (Darling-Hammond, 2000), and schools should efficiently and
effectively organize themselves towards that task (Engelmann & Carnine, 1991). These efforts
to improve schooling might be labeled school reform in that they accept that the desired outcome
of schooling is academic achievement as measured by standardized tests of basic skills and that
the focus of change should be on the practice of classroom teachers and school administrators.
Others believe a more holistic approach should prevail (e.g., Chickering & Reisser, 1993;
Huitt, 2006) and that efforts of schools should be integrated with other social institutions such as
family and community towards these more holistic ends (Benson, Galbraith, & Espeland, 1994).
Efforts along these lines might be labeled school revisioning in that there is an advocacy that
schools focus on a much wider range of desired outcomes (e.g., cognitive processing skills,
emotional and social awareness and skills, moral character development). These approaches
point to research reported by Gardner (1995) and Goleman (1995) stating that intellectual ability
and academic achievement account for only about one-third of the variance related to adult
success.
The focus of this paper is a review of research related to improving academic
achievement in basic skills. A second paper will review research related to addressing a broader
range of desired student outcomes.

IMPROVING STUDENT ACHIEVEMENT 2
Research-based School Improvement Efforts
Over the past four decades researchers have identified a large number of variables that
predict increases in student achievement (e. g., Carroll, 1963; Rosenshine & Stevens, 1986;
Squires, Huitt, Segars, 1982; Walberg & Paik, 2000). Unfortunately, despite this extensive
knowledge base about what works, there is still a great debate about how to improve schooling
(Carpenter, 2000). One reason is that educational leaders seem to resist utilizing this research
(Carnine, 2000; Covaleskie, 1994), although pressure from parents, legislatures, and business
have given educators an increased incentive for doing so (Hess & Petrilli, 2006).
The large number of variables related to school learning is an important issue that must
be considered when attempting to utilize research for schooling reform. For example, in a review
of 800 meta-analyses, Hattie (2009) identified 138 variables significantly related to school
achievement. This study followed earlier reviews of some 134 meta-analyses (Hattie, 1987;
1992) and summarized results from literally thousands of studies on many hundreds of variables.
A second important consideration is to understand classrooms, schools, families, and
communities as systems (Green, 2000; Snyder, Acker-Hocevar, & Snyder, 2000). Attention
must be paid to both developing well-functioning teams within schools (i. e., transformational
leadership; Chin, 2007) while simultaneously addressing issues of improving the quality of
teaching (i. e., instructional leadership; Teddlie & Springfield, 1993). Efforts at school reform
that do not consider schools and classrooms as systems may find that the system merely adapts to
the intrusion by outside forces in order to preserve the integrity of the teachers, classrooms, or
schools that are the focus of change (Gustello & Liebovitch, 2009).
Figure 1. Categories of Variables Impacting Student Academic Achievement
Classroom Input Variables
 Teacher
Characteristics
 Student
Characteristics
Home
Context
Variables
Student
Achievement
Classroom Process Variables
 Teaching Strategies
 Teacher Behavior
 Student Behavior
 Classroom Processes
School-level Context Variables
 School Characteristics
 School Processes
 School leadership
 Curriculum

A Framework for Selecting Important Variables
One approach to reducing the number of variables to be considered as part of a school-
reform effort is to select only those that meet a cut-off criterion for inclusion and organize those
utilizing a framework for categorizing those variables. A standard method for establishing a cut-
off criterion is effect size. The effect size essentially provides a standardized measure of the
standard deviation between the correlation of two variables or between two treatments. This
provides an estimate of the amount of change a variable might have on student achievement
when that variable is manipulated. Hattie uses Cohen’s (1988) method of calculation referred to
as “d”. In general, an effect size of 0.40 is considered a cut-off for selecting important variables
and will be used in this project.
Huitt (2003) developed a framework that can assist in this process by identifying a small
number of categories of variables and the relationships among them. Using a modified set of
Huitt’s categories and subcategories (see Figure 1) and selecting only variables that have an
effect size of 0.40 or greater, the number of variables identified by Hattie can be reduced from
138 to 66. Variables related to each of the major categories and subcategories will be discussed
separately. This framework presents a systems-based approach to considering factors related to
school achievement by identifying home, school-level, and classroom-level variables and
showing how they are interrelated.
Home Context Variables
Hattie (2009) identified three context variables related to the home environment that met
the criteria of having an effect size greater than 0.40: (a) home environment; d = 0.57;
(b) socioeconomic status (SES); d = 0.57; and (c) parental involvement; d = 0.51 (see Table 1).
Other research has shown that one of the most important factors related to both home
environment and SES is the mother’s level of education (School Reform News, 2003). This
relationship has been confirmed in a wide variety of contexts, from major urban centers (Lara-
Cinisomo et al., 2004) to rural Appalachia (Curenton & Justice, 2008).
Table 1. Home Context Variables Related to Student Achievement*
Rank Domain Revised Influences d. pg #
31 Home Home Home environment 0.57 66
32 Home Home Socioeconomic Status 0.57 61
45 Home Home Parental involvement 0.51 68
Home Education of mother N/A
* Source: Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. London & New York: Rutledge.
While the home context factors are indirectly related to school learning, they are
important control parameters. The percentage of students on free or reduced lunch is an
excellent proxy variable for SES (Gill & Reynolds, 1999; Howley & Howley, 2004). When two
schools have equal achievement, but one school has a greater percentage of students on free

lunch, then the educators at that school are providing a higher quality learning environment for
students (Huitt, 1999a). This is one way to measure the value added to student achievement
beyond that provided by the home environment or SES. At the same time, a school reform
project at the pre-school, kindergarten, or elementary level that includes a component that
addresses the mother-child relationship can have a long-term impact on a student’s school
performance (Mahoney et al., 1999).
School-level Context Variables
Hattie (2009) identified twenty-one specific school-level context variables that met the
0.40 cut-off criteria (see Table 2). One variable identified is a school characteristic, five relate to
school-level processes, and fourteen relate to school-wide implementation of specific curriculum.
Table 2. School-level Context Variables Related to Student Achievement*
59 School Schl Char School size 0.43 79
3 Teaching Schl Proc Providing formative evaluation of teaching 0.90 181
52 School Schl Proc Acceleration 0.88 100
55 School Schl Proc Classroom behavioral 0.80
5 Teaching Schl Proc Comp interventions for lrng disabled stdts 0.77 217
68 Student Schl Proc Early intervention 0.47 58
74 Student Schl Proc Preschool programs 0.45 59
50 School Schl Struc School effects 0.48
15 Curricula Curricula Vocabulary programs 0.67 131
16 Curricula Curricula Repeated reading programs 0.67 135
17 Curricula Curricula Creativity programs 0.65 155
22 Curricula Curricula Phonics instruction 0.60 132
27 Curricula Curricula Tactile stimulation programs 0.58 153
28 Curricula Curricula Comprehension programs 0.58 136
35 Curricula Curricula Visual-perceptual programs 0.55 130
43 Curricula Curricula Outdoor/adventure programs 0.52 156
46 Curricula Curricula Play programs 0.50 154
47 Curricula Curricula Second/third chance programs (Rdg Recovry) 0.50 139
54 Curricula Curricula Mathematics 0.45 144
57 Curricula Curricula Writing Programs 0.44 141
64 Curricula Curricula Science 0.40 147
65 Curricula Curricula Social skills programs 0.40 149

School characteristics. An important school-level variable that met the cut-off criteria is
school size (d = 0.43). While Hattie, in general, does not consider interaction effects, optimal
school size appears to be higher for affluent, majority, non-rural students, and lower for poorer,
minority, and rural students (Howley, 1996; Howley & Howley, 2004). This is a variable under
the control of the school board and is another important control parameter for the functioning of
schools and classrooms.
School processes. Hattie (2009) found several school process variables related to school
achievement. One of the most important is that the school provides formative evaluation data to
teachers to assist them in making decisions about the effectiveness of their classroom practice (d
= 0.90). Later in this paper, collecting data on the student intermediate outcome variable
Academic Learning Time (ALT) will be discussed as a method to put this research into practice.
Two other important school process variables include implementing a common classroom
management program based on behavioral principles (d = 0.80) and developing a comprehensive
intervention program for learning disabled students (d = 0.77). Having a program that
accelerates students through the standard school curriculum also is beneficial (d = 0.88). Finally,
for elementary schools, having a preschool program (d = 0.45) and engaging in early intervention
(d = 0.47) can also be beneficial. Overall, Hattie reported that school-level variables made an
important contribution to student achievement (d = 0.48).
School leadership. Although the contribution of school principals and leaders did not
meet Hattie’s (2009) cut-off criteria (d = 0.36), when he differentiated between the effects of
instructional leadership (e.g., establishing high expectations for student achievement, translating
general expectations into specific learning objectives, creating safe environments) and
transformational leadership (e.g., inspiring educators and students to put more energy into
teaching and learning, providing participants with a rationale for the moral value of their work,
working collaboratively as team members), he found instructional leadership had a stronger
impact on student achievement than did transformational leadership. The message in this
research seems clear: while transformational leadership may work to create a better teaching and
learning environment, unless effort is made to generate specific goals, objectives, and lessons,
there is a small probability of having an impact on student achievement.
Developing faculty teams. Losada and his colleagues (e.g., Fredrickson, & Losada,
2005; Losada, 2008a; 2008b; forthcoming; Losada, & Heaphy, 2004) provide data on team
functioning not available to Hattie (2009) in his meta-analysis. This research is especially
important in a systems approach to school improvement as it provides the processes by which
additional school leadership can be developed through a process known as site-based
management (Leithwood, & Menzies, 1998; Ortiz & Ogawa, 2000).
Losada (2008a & b) reported on a small number of factors that distinguish flourishing
teams from those that languish or function poorly. He defines flourishing teams as those that are
effective in their performance, functioning with integrity, and where team members are
emotionally satisfied with each other and the organization. Lasoda’s meta learning model can
account for as much as 92% of the variance related to the functioning of teams.
The first factor in the meta learning model is a control parameter, connectivity, which
Losada (1999) defined as the degree to which the individuals are related/connected to the group,
as measured by the interactions among group participants. Two other parameters are also
identified: viscosity (environmental resistance to change), and negativity (how quickly one
responds to negativity to avoid harm). These three control parameters establish the environment

within which teams function. Novick, Kress, and Elias (2002) report that working to modify
these parameters can impact school performance.
The variables most directly related to team functioning are three ratios of relatively easily
measured variable pairs (Losada, 2008a & b). The first is a ratio of inquiry to advocacy (I/A) or
the ratio of the number of questions asked to the amount of talking done by group members. The
second is a ratio of positivity to negativity (P/N) or the ratio of positive to negative statements
made by group participants. The third variable is a ratio of other to self (O/S) or the ratio of the
extent to which members’ statements are focused on others or themselves.
Curriculum implementation. A final school process factor is the curriculum
implemented at the school. Hattie (2009) identified 14 programs that met his cut-off criteria.
Obviously, a school would not be able to implement all 14 and some specific selections would
have to be made, depending upon the level of the school as well as achievement and
demographic characteristics of students. Among the most powerful influences were vocabulary
programs (d = 0.67), repeated reading programs (d = 0.67), creativity programs (d = 0.65), and
phonics instruction (d = 0.60). Also included in this list were mathematics programs (d = 0.45),
science programs (d = 0.40), and social skills development programs (d = 0.40).
Teacher and Student Input Characteristics
A third category of contributing factors related to school achievement identified in Figure
1 includes the characteristics of teachers and students before they enter the classroom (see Table
3). Hattie (2009) identified three variables related to teacher characteristics that met his cut-off
criteria. The first, of most interest to teacher training programs, is the effect of micro teaching
(the provision of direct, explicit development of skills such as questioning techniques) during
preservice training (d = 0.88). The second, of more interest to schools, is the effect of
professional development of faculty on school achievement (d = 0.62). Finally, teacher
expectations (more recently called teacher efficacy; Goddard, Hoy, & Woolfolk-Hoy, 2000) was
important (d = 0.43). Additionally, Goddard et al. (2000) found teacher efficacy to be especially
important when aggregated across teachers in a single school, providing an estimate of a school-
level variable related to expectations for student achievement.
The impact of traditional teacher training and the impact of teacher subject matter
knowledge is the focus of much debate recently (Cross & Rigden, 2002; Darling-Hammond,
Holtzman, Gatlin, & Heilig, 2005), but were not found to be significant factors (d = 0.11 and d =
0.09, respectively). Overall, Hattie (2009) found that teacher characteristic effects (d = 0.32)
were not as important as school effects (d = 0.48).
Hattie (2009) found 9 student characteristic variables that met his cut-off criteria. The
first two, students’ self-report of their previous grades (a correlate of student self-efficacy) and
students’ Piagetian stage of cognitive development, were more highly correlated with student
achievement than any other of the 138 variables (d = 1.44, d = 1.28, respectively). Prior
achievement was also an important factor (d = 0.67).
Hattie (2009) also reported that the setting of goals, especially ones that meet high
standards, is an important input variable for both teachers and students (d = 0.56). This supports
previously reported research that, while there are a number of different types of goals related to
achievement, they can be one of the most important factors in increasing students’ motivation to
learn (Covington, 2000; Dweck, 2006; Elliott, 2007). Additionally, the goal-related variable of
student’s motivation was found by Hattie to be important (d = 0.48).

Table 3. Classroom Input Variables Related to Student Achievement*
4 Teacher Tchr Char Micro teaching 0.88 112
19 Teacher Tchr Char Professional development 0.62 119
58 Teacher Tchr Char Expectations (teacher efficacy) 0.43 121
85 Teacher Tchr Char Teacher effects 0.32
1 Student Stdt Char Self-report grades (self-efficacy) 1.44 43
2 Student Stdt Char Piagetian programs (stage of cognitive dev) 1.28 43
Stdt Char Student's prior cognitive ability (IQ) 1.04 **
14 Student Stdt Char Prior achievement 0.67 41
38 Student Stdt Char Pre-term birth weight 0.54 51
49 Student Stdt Char Concentration/persistence/engagement 0.48 49
51 Student Stdt Char Motivation 0.48 47
60 Student Stdt Char Self-concept 0.43 46
66 Student Stdt Char Reducing anxiety 0.40 49
34 Teaching Cls Input Goals 0.56 163
** http://www.teacherstoolbox.co.uk/T_effect_sizes.html
Classroom Process Variables
The most direct influence on student achievement is what actually goes on in classrooms,
shown in Figure 1 as classroom process variables. There are three subcategories: (a) teacher
behavior, (b) student behavior, and (c) miscellaneous factors such as classroom climate (see
Table 4).
Teacher behavior. A number of researchers have demonstrated that effective teachers
are an important component of any effective school’s practice (e. g., Darling-Hammond, 2000).
Hattie (2009) grouped 59 of the 183 variables he identified in two categories labeled teacher and
teaching. However, we chose to use the term teacher to identify teacher characteristics as
discussed above. We use the term teaching to identify teacher classroom behaviors and have
moved some of the variables he placed in his teaching category to other categories. For example,
he labeled comprehensive teaching reforms as a teaching variable; however, we believe it is
more correctly a school process variable as it is under the direction of school-level
administrators.
Two types of teacher classroom variables were identified. The first, termed teaching
strategies, relate to different approaches to classroom instruction. The second, termed teaching
events, is focused on identifying specific, observable class activities that can be measured
independently.
There were 14 teaching strategies that met Hattie’s (2009) cut-off criteria. The two with
the largest effect sizes were engaging in reciprocal teaching (d = 0.74) and utilizing meta-

cognitive strategies (d = 0.69). A related strategy, teaching the steps in problem solving, was
also highly significant (d = 0.61). Overall, teaching strategies were deemed quite important (d =
0.60).
Table 4. Classroom Process Variables Related to Student Achievement*
9 Teaching Tchg Strat Reciprocal teaching 0.74 203
13 Teaching Tchg Strat Meta-cognitive strategies 0.69 188
20 Teaching Tchg Strat Problem-solving teaching 0.61 210
25 Teaching Tchg Strat Study skills instruction 0.59 189
24 Teaching Tchg Strat Cooperative vs. individualistic learning 0.59 213
26 Teaching Tchg Strat Direct Instruction 0.59 204
29 Teaching Tchg Strat Mastery learning 0.58 170
33 Teaching Tchg Strat Concept mapping 0.57 168
37 Teaching Tchg Strat Cooperative vs. competitive learning 0.54 213
40 Teaching Tchg Strat Keller's PIS 0.53 171
44 Teaching Tchg Strat Interactive video methods 0.52 228
48 School Tchg Strat Small group learning 0.49 94
63 Teaching Tchg Strat Cooperative learning 0.41 212
62 Teaching Tchg Strat Matching style of learning 0.41 195
23 Teaching Tchg Strat Teaching strategies 0.60 200
8 Teacher Tchg Events Teacher clarity 0.75 125
10 Teaching Tchg Events Feedback 0.73 173
12 Teaching Tchg Events Spaced vs. mass practice 0.71 185
21 Teacher Tchg Events Not labeling students 0.61 124
30 Teaching Tchg Events Worked examples 0.57 172
42 School Tchg Events Classroom management 0.52 102
53 Teaching Tchg Events Questioning 0.46 182
61 Teaching Tchg Events Behavioral objectives/Advance organizers 0.41 167
56 Teacher Tchr Beh Quality of Teaching 0.44 115
18 Teaching Stdt Beh Self-verbalization/self-questioning 0. 64 192
70 Teaching Stdt Beh Time on Task 0.38 184
Stdt Beh Content Overlap N/A
Stdt Beh Daily Success N/A
Stdt Beh Academic Learning Time N/A
11 Teacher Cls Proc Teacher - student relationships 0.72 118
36 Teaching Cls Proc Peer tutoring 0.55 186
39 School Cls Proc Classroom cohesion 0.53 103
41 School Cls Proc Peer influences 0.53 104

Eight variables were classified as teaching events. The most important were teacher
clarity (d = 0.75), providing corrective feedback (d = 0.73), and having students engaged in
distributed rather than mass practice (d = 0.71). These were some of the strongest factors
identified by Hattie (2009), ranking number 8, 10, and 12, respectively. Overall, the quality of
teacher behavior was found by Hattie to be an important factor (d = 0.44).
Student behavior/intermediate student outcomes. The subcategory of student
behavior was not utilized by Hattie (2009). However, given the importance of providing
teachers with feedback on classroom practices, it is deemed central to putting research into
practice. Carroll (1963) identified the student behavior perseverance as an important component
of time needed to learn (Hattie identified concentration, persistence, and engagement as
important student characteristics; d = 0.48). Stallings and Kaskowitz (1974) combined student
perseverance with the teacher behavior opportunity and labeled this variable student engaged
time or time-on-task. Hattie (2009) reported that time-on-task (which he labeled a teaching
variable) did not meet his cut-off criteria (d = 0.38). Additionally, previous critiques of the
importance of time-on-task point out that it is a measure of the quantity, not the quality, of time
students spend in classroom learning (Squires et al., 1982). Variables that measured the quality
of student classroom time were not included in the meta-analyses that Hattie reviewed.
Two variables that address the quality of time spent by students in the classroom are
content overlap and student success on academic tasks. Brady, Clinton, Sweeney, Peterson, &
Poynor (1977) identified content overlap as an important measure of a student’s opportunity to
learn and defined it as the extent to which the content objectives measured on the criterion
achievement test were actually taught. The issue of aligning content covered by students in the
classroom and content that is assessed by standardized tests can explain up to two-thirds of
variance among standardized test scores (Wishnick, as cited in Cohen, 1995). Unfortunately, the
amount of instructional time devoted to covering tested content is often difficult to obtain;
several studies have shown that, on average, textbooks used in classrooms cover only 40% to
60% of the content addressed by standardized tests (Brady et al., 1977; Cooley & Leinhart,
1980). Finally, Fisher et al. (1978) showed that the variable success, defined as the how
accurately students completed assigned classroom work, was an important predictor of student
achievement.
An appropriate time measure that addresses both quantity and quality concerns is
Academic Learning Time (ALT) defined as “the amount of time students are successfully
engaged in content that will be tested” (Squires et al., 1982, p. 14-15). ALT combines the three
student behavior variables previously discussed: time-on-task, content overlap, and success.
Most importantly, ALT can serve as “a proximal measure of student learning-as-it-occurs”
(Fisher et al., 1979, p. 35). These researchers found that the average residual variance
accounted for by the combined ALT variables was significant (Grade 2 reading = 0.07; Grade 2
mathematics = 0.04; Grade 5 reading = 0.03; Grade 5 mathematics = 0.09, p. 4-32).
Berliner (1978, 1990) showed that ALT could be successfully addressed in classrooms by
separately observing the different components and then combining them to produce a variable
that could be used to judge the effectiveness of teachers’ classroom practice. Huitt (2003)
argued that the three components of ALT (content overlap, time-on-task, and success) are
important intermediate measures of student achievement and could be viewed as the vital signs
of classroom processes. Systematic measurement of these three components can provide
teachers the formative evaluation feedback that was discussed earlier as an important school
process variable and a critical aspect of utilizing research.

Miscellaneous classroom variables. There are a number of miscellaneous variables that
were classified as classroom processes including the strength of teacher-student relationships (d
= 0.72), the use of peer tutoring (d = 0.55), the amount of classroom cohesion (d = 0.53), and
peer influences (d -= 0.53).
Summary and Conclusions
This paper reviewed research-based factors impacting student achievement using a
systems approach. A fundamental concept is that a different paradigm is needed when
considering how to use research in school reform efforts. In a linear system, utilizing the
classical mechanical paradigm developed by Newton, the amount of change in the outcome
variable (e.g., school achievement) is directly proportional to the change in a context, input, or
classroom process variable (e.g. school size, teacher efficacy, quality of instruction, student time-
on-task). There is an assumption in much of the school improvement research that if one can
identify and maximize the single most important variable related to school achievement, school
learning as measured by standardized achievement tests will increase. However, in a complex
dynamical system such as a classroom or school, where variables are related interdependently
and non-linearly, the amount of change in a single classroom or school variable can be
disproportional to the change in student learning (Guastello & Liebovitch, 2009). It may be that
a great deal of energy is expended on increasing one factor of the school, but the overall
functioning of the school increases only slightly. On the other hand, small, but important,
changes in a number of related factors can result in a large change in school functioning and
performance. Losada’s (2008a & b; forthcoming) research suggests that the movement from
poor functioning to languishing to flourishing teams is a difficult-to-recognize, non-linear
process. The same issue applies to the functioning of schools (Wheatley, 1999).
This is a fundamental principle in a systems-based approach; it is expected that multiple
modifications at the school and classroom levels will be made simultaneously. There is no need,
in fact it would be unwise, to make only one modification and determine its impact before
implementing another. For example, curricula decisions as well as school-wide implementation
of classroom management practices and teacher strategies could be designed and implemented
by the principal and school-based teams, leading to a school utilizing the best of the site-based
management literature. Simultaneously, the school might also work with parents to impact the
home environment, subsequently impacting the characteristics for students entering later grades.
The resulting increase in student achievement will also impact student characteristics, creating an
ever-increasing spiral of positive effects.
Senge (1990) advocated that schools should become learning organizations. He stated
that a well-functioning learning organization provides an environment, “where people
continually expand their capacity to create the results they truly desire, where new and expansive
patterns of thinking are nurtured, where collective aspiration is set free, and where people are
continually learning to see the whole together” (p. 3). Providing educators with formative
evaluation data seems imperative to developing a learning organization as envisioned by Senge
(1990). As shown in Figure 1, the most direct impact on student achievement is what students
and teachers do in classrooms. Although there are a wide variety of variables that could be the
focus of a school improvement project, we believe that the research showing the significance of
providing formative evaluation data to teachers of effectiveness of their classroom practice
points to the importance of collecting data on intermediate student outcomes as a core element of

putting research into practice. Therefore, we recommend that the collection of baseline data for
the three components of ALT (time-on-task, content overlap, and success) provide an initial
focus for school reform efforts. These intermediate student outcome variables will provide the
principal and teachers with an understanding of student classroom behavior at every stage of a
school reform process. As school- and classroom-level variables are selected, initial baseline
data should be collected on those variables also.
At the same time, systematically collecting data on selected school reform practices is
necessary to determine if decisions have actually been implemented. It is this multi-phase
process of collecting baseline data, making and implementing decisions regarding change
practices, collecting data on implementation, and then determining if intermediate outcomes are
moving in the desired direction that provides the foundation for establishing a learning
community. It is critical that both the selection of important factors identified by research and
the processes by which those are implemented and evaluated be addressed in school reform
projects.
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