We investigated whether student attendance and behavior, teacher ratings of school climate, or teacher attendance rates were different for schools with higher overall, literacy, and math achievement outcomes as compared to lower performing schools.
The three achievement outcomes of interest were: schools with high levels of student growth (TVAAS Level 5) vs. schools with low growth (TVAAS Level 1); schools with proficiency rates in the top quartile vs. bottom quartile; and schools with a proficiency rate gain of 5 or more percentage points from 2013-14 to 2014-15.
The key findings were as follows. Level 5 schools had slightly better attendance and fewer conduct problems than did Level 1 schools. Schools in the top quartile of proficient students had better attendance and fewer students with conduct problems; however, their students were dismissed from school for longer periods for conduct problems than schools in the bottom quintile.
Teachers at Level 5 TVAAS schools generally had a more positive outlook on their school, as compared to teachers at Level 1 TVAAS schools. The Level-5-to-Level-1 differences were strongest for literacy and weakest for numeracy.
Teachers at the highest-achieving schools consistently had a more positive outlook on their school, as compared to teachers at the lowest-achieving schools. Insight scores were correlated to achievement outcomes, but not as strongly related to student growth (TVAAS) levels and achievement gains.
Counter to expectation, the average attendance rate of teachers at the top-performing schools tended to be very slightly lower than the average attendance rate of teachers at the bottom-performing schools. However, there was no correlation between teacher attendance rate and any of the nine school-performance outcomes considered in this study.
Schools with the highest overall proficiency gains had teacher attendance rates that were no different from the rest of the schools in the district.