Elementary Schools Where Students Succeed in Reading.

A number of studies have demonstrated the existence of "effective" schools in comparison to other "ineffective" models. To identify the contexts for success, a study examined "teacher instructional" and "school" variables to characterize the complex of factors that might be needed to achieve high levels of student success. The research involved six successful and six less-successful schools in Vermont, representing three distinct clusters of school/community demographics. Interviewed and observed were 52 K-4 teachers in the successful schools and 25 K-4 teachers in the less-successful schools. Other school and district personnel were also interviewed. Findings suggest a great diversity of practices was employed within and throughout the clusters and classroom sites--a variety of approaches to instruction existed. Findings indicated that throughout the six successful schools representing different demographic clusters, the following common factors are associated with high performance: opportunities and ample time are provided for students to read and discuss books in school; the K-4 teachers are knowledgeable and articulate about their work and they can be characterized by their high level of expertise; the commitment to literacy within the high-performing schools has remained strong over an 8-to-10-year period; and the school community is focused and working toward a shared vision. Includes a table and 5 figures. (Contains 11 references.) (NKA)