Towards Effective Schools: problems and progress in British research

Abstract

A number of recent studies have questioned the conclusion that ‘schools don ' t make a difference’. A brief review of earlier studies suggests a number of key questions which would result in significant increments to our knowledge and understanding of issues of school effectiveness. More recent studies are then examined in the light of these criteria and, in turn, suggest some further questions. It is argued that the research base for any conclusions about school effectiveness is weaker than previously thought but that, in general, the findings from all the studies are fairly consistent. Some suggestions for reanalysing existing studies and for extending the range of questions addressed are put forward.