Newsletter 135 - Research 2/7 - Performing above expectations
Performing above expectations by Janeli Kotzé - 20 September 2016 RESEP
(1) Defining an above expectation school
Derive a single indicator of school performance:
- Learner numeracy and literacy scores were averaged for each grade
- These scores were averaged to arrive at a composite measure of performance per grade.
- Finally the scores were averaged across the grades to create a final composite measure of school performance.
- This approach thereby gives equal weight to both numeracy and literacy, and to each grade within a school
Define schools as weak performing/ above average performing:
- Schools that consistently perform at least at the level of the TIMSS low international benchmark.
- Schools that consistently perform amongst the top 25% of all Quintile 1 - 3 schools, excluding small schools
(2) Which factors could be driving higher performance among poor schools?
School Monitoring Survey
- General school characteristics - School quintile/Ex-department/Small School/Learner-teacher ratio
- Accountability systems - Bureaucratic: 1. Distance from district office/ 2. Number of district visits/Market: Number of neighbouring schools in 10 km radius/Professional: Number of Quintile 5 schools in10 km radius.
- School governance - Number of SGB Functions filled
- School management - Number of educators absent/Has an improvement plan/Has an academic improvement plan/Number of academic reports/Has an updated Gr3 class register/Has an LTSM Register
- Teacher training - Self initiated training/School teacher training/External teacher training
- Provincial and district support - Received less money than expected/Has a letter stating learner allocation for 2010/Has a letter stating learner allocation for 2011/Has a letter stating learner allocation for 2012/Has at least one vacant position/Subject advisor: Checked curriculum coverage/Subject advisor: Checked lesson planning/Subject advisor: Gives advice on teaching/Subject advisor: Assists with content knowledge/District support index/District monitoring index
- General school characteristics - Parents support the school process/School LoLT is an African Language/School has a library
- Accountability systems - Teacher was observed by an official/Teacher was observed by principal/Teacher was observed by peer/Number neighbours in 10km radius/Number Q5 in 10 km radius/Satisfaction with district support index
- General principal and teacher characteristics - Principal over 50 years/Principal has a university degree/Principal has a college diploma/Principal is male/Average teacher age/% Female teachers
- Teacher training activities - CAPS through Department/In-Service through school/In-Service externally/In-Service through the Department
- Classroom practices - Teacher covered 90% of curriculum/Number of hours teacher teaches/% administer weekly class test/% administer weekly oral tests/% mark homework regularly/% mark classwork regularly
- Good School Management
- Has an LSTM register
- Academic Improvement Plan
- Supportive district
- Isomorphic Mimicry (organisations/best pratices mimic each other in order to look/perform alike
- Supportive rather than mere monitoring
- Bureaucratic accountability
- Principal observing lessons