THE RELATIONSHIP BETWEEN STUDENT PERCEPTIONS OF SCHOOL EFFECTIVENESS AND STUDENT ACHIEVEMENT - Implications for Educational Planning

Oct 15, 2026

This study examined how student perceptions of school effectiveness relate to student achievement in mathematics and reading. Data were collected from more than 350 middle school students in a large southeastern school district in the United States. Results showed statistically significant correlations among perceived aspects of school effectiveness, and a significant association between mathematics and reading standardized test scores. No significant correlation emerged between student perceptions and achievement, contradicting prior research, yet informing educational planning discussions and practice implications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

Rationale

Background of the Study

Historical reports and effective schools research

Purpose of the Research

Research question

THE RELATIONSHIP BETWEEN STUDENT PERCEPTIONS OF SCHOOL EFFECTIVENESS AND STUDENT ACHIEVEMENT: IMPLICATIONS FOR EDUCATIONAL PLANNING ARVIN D. JOHNSON ABSTRACT This study was designed to examine relationships between student perceptions of school effectiveness and student achievement in mathematics and reading. Data were collected from over 350 middle school students in a large southeastern school district in the United States. The results revealed statistically significant correlations among the different student perceived aspects of school effectiveness. In addition, a statistically significant correlation between mathematics and reading achievement scores on standardized test was revealed. Data did not yield any statistically significant correlation between the student perceptions of school effectiveness and student achievement. These findings are contradictory to empirical research on school effectiveness and student achievement. Notwithstanding these contradictions, the results of the study provided a foundation for discussion of educational planning issues and implications for educational planning practices. INTRODUCTION Public educators across the nation are facing increasing pressure to reduce the achievement gap and find innovative ways to improve student achievement. Scores of initiatives, policies, laws, school and school district reorganizations, and school improvement documents reveal this pressure. Many Americans simply feel that public educators are not doing an acceptable job of educating children. Hess (2015) contributed to this belief with this statement, “The United States boasts the world’s highest per capita income and one of the best-funded school systems, yet our children fall below international norms in graduation rates and test performance” ( p. 1) . Statements and feelings similar to these stimulate research and inquiry into variables that are related to student achievement. One of the original drives for increased student achievement came from the No Child Left Behind Act (2002) . This act, signed into law in 2002, mandates that all students receive quality educational services and that schools show adequate yearly academic progress (Munich & Testani, 2005) . However, this law has been replaced with the 2015 Every Student Succeeds Act. The Every Student Succeeds Act maintains the fundamentals of the No Child Left Behind Act including high educational standards, accountability, and closing the achievement gap. The new law is designed to provide more flexibility to states and local school districts by considering the unique needs of the community (Klein, 2015) . RATIONALE Research on effective schools can help educators and legislators better understand what relationships exist between effective school practices and student achievement. Research in this area could reveal advantageous findings for educators and be conducive to meeting some of the goals of the Every Student Succeeds Act. The use of federal policy to improve student achievement underscores the need and significance of research in this area (Hargreaves [et. al](et. al)., 2014) . Research providing explanations that may help educators and legislators solve some of the achievement problems in our country must be supported and encouraged. Educational Planning 31 Vol. 23, No. 2 BACKGROUND OF THE STUDY A large majority of the research on effective schools began approximately 40 years ago. Understanding the historical foundations of educational can assist in handling the complex changes and issues faced today. Several seminal studies provide the historical framework for understanding of effective schools. The Coleman Report (1966) examined the relationships between many individual and social factors and school learning. The report concluded that other factors, not the school quality, were the primary determinants of academic achievement (Lezotte, 1991) . These factors were family background, socioeconomic status, school demo

FAQs

What variables does the study connect to student achievement?

The study examines relationships between student perceptions of school effectiveness and achievement in mathematics and reading, including standardized test scores.

What did the results show about correlations involving perceptions of school effectiveness?

The data revealed statistically significant correlations among different perceived aspects of school effectiveness, but no statistically significant correlation between students’ perceptions of school effectiveness and their achievement.

How do the findings relate to earlier research and educational planning?

The results are described as contradictory to empirical research on school effectiveness and student achievement, but they still provide a foundation for discussion of educational planning issues and implications for planning practices.

Oct 15, 2026

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