By J. Douglas Willms
First released in 1992. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional resources for Monitoring School Performance: A Guide for Educators
Example text
A school’s history, its intake characteristics, and its social and political context in the community shape its goals and expectations. As a result, a school’s norms can differ markedly 25 Monitoring School Performance from district or state norms. Monitoring can identify discrepancies between a school’s norms and those of the district and the state. The Costs of Monitoring Performance monitoring is expensive. There are considerable direct costs for constructing tests and questionnaires, collecting data, coding and entering data, analysis, producing reports, and disseminating findings.
The findings suggested the relationship between exam results and expenditures were very weak. The Government used this result to exert pressure on authorities to achieve better results with less money, arguing that consumers in some areas were not getting ‘value for money’. However, the analyses were inadequate on many counts, especially because they failed to take account of the types of pupils served by different education authorities (Gray, Jesson, and Jones, 1984; Willms, 1987; Woodhouse and Goldstein, 1988).
The result is greater diversity in types of school offerings. In most districts, parents can choose from a number of schools that are distinctive in their philosophy, organization, curriculum, and extra-curricular activities. Magnet schools, designed to draw pupils to particular areas for specialized programs, are common. Schools offering special training in the fine and performing arts are particularly popular. Schools with bilingual or ‘immersion’ programs also draw pupils from outside their catchment areas.