An examination of teacher perceptions of school effectiveness in relation to the state of Florida's school improvement and accountability system
The No Child Left Behind legislation (NCLB) was passed in 2001 by the United States Congress and signed by President George W. Bush. This legislation mandates by the year 2005-06 all states must design their own standardized tests to be administered to students annually from grades 3-12 to ascertain student achievement, school effectiveness, and denote failing schools. The State of Florida administers a standardized test entitled the Florida Comprehensive Assessment Test, which grades each school in the State from A (schools making excellent progress) to F (schools failing to make excellent progress). The Association for Effective Schools (AES) has determined if seven correlates (conditions) are present in the school environment students are learning and the school is effective. This research study examines data from Effective Schools surveys administered to high school teachers at three low performing schools (F) and three high performing schools (A) in the State of Florida which assess teacher perceptions of the implementation of the seven correlates for Effective Schools into the school environment. Findings from this research indicate that teachers at low and high performing schools perceive their schools to be equally effective based on the seven correlates of Effective Schools and do not perceive the differences reflected in the Florida Department of Education's rating system.