Classroom Process Differences in Inner-City Elementary Schools

Abstract

Prior school effectiveness research was extended in this study by an examination of classroom processes in urban elementary schools that have been identified as effective/efficient (E/E) and ineffective/inefficient (I/I), based on both data envelopment analyses (DEA) (Anderson & Walberg, 1994) and multiple-regression analyses. Achievement test scores and school demographic data were used initially to determine the efficiency and effectiveness ratings of 167 elementary schools from a large urban school district in the south central region of the United States. Four schools were randomly selected from the population of I/I schools. Systematic classroom observation and classroom learning environment measures were collected from each of these schools. The results indicated several classroom process differences between these E/E and I/I urban schools. In the I/I schools, for example, students were observed interacting with their teacher only about 47% of the time and there were no classroom interactions over 40% of the time. In the E/E schools, students were observed interacting with their teachers about 70% of the time, and there were no interactions only about 21% of the time.

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