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- Vol 6 RE: App B, App D
effective schoolsinstructional leadershiphigh expectationsschool climatebasic skillsprogress monitoringeducational disadvantageJournal article Evidence summaryAt a glance
Edmonds argues against the assumption that poverty or family background makes low achievement inevitable.
Key ideas
Reviewing research on urban schools, he maintains that some schools serving economically disadvantaged pupils attain substantially stronger outcomes than comparable schools, making school organisation and instruction consequential. The effective-schools formulation emphasises strong instructional leadership, a pervasive focus on basic skills, an orderly and safe climate, high expectations for all pupils, frequent monitoring of progress, and allocation of time and resources toward learning. The article helped establish an improvement movement grounded in the conviction that schools are responsible for ensuring mastery rather than merely offering instruction. Its early evidence base and correlational identification of common features do not prove that a short checklist mechanically causes effectiveness; later work has debated measures, context, equity, curriculum breadth, and implementation.
Why it matters
Its lasting challenge is moral as well as empirical: educators should investigate and change school practices rather than use social disadvantage as an explanation for accepting unequal outcomes.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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