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Connections Between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools

Date 

March 2014

Social 

Report cover

Policymakers and educators frequently use teacher perception surveys to inform state and local school improvement efforts. However, this new REL Northwest study of Idaho schools working on school improvement suggests that such surveys should be used with caution.

Principal Investigator Caitlin Scott and her team at REL Northwest analyzed the relationship between responses on the Educational Effectiveness Survey (EES) and three measures of student performance. The EES is used widely in the Northwest region and is similar to other teacher perception surveys used nationally. The analysis showed that higher teacher reports of the presence of goals, processes, and supports believed necessary for school success were not generally linked to higher rates of reading proficiency, math proficiency, or attendance rates.

The study, released by the National Center for Education Evaluation and Regional Assistance in March 2014, adds to the knowledge base about teacher perception surveys and also addresses specific questions from the Idaho State Department of Education. REL Northwest at Education Northwest carried out the study as part of its work as one of 10 regional educational laboratories funded by the U.S. Department of Education Institute of Education Sciences.

Download the summary and full report in PDF format below.

Summary (266 KB)
Full report (501 KB)