ABSTRACT

The purpose of this study is to identify a typology of school organizational capacities using teachers’ perceptions of school organizational context. Employing a sample of New York City schools serving students in grades 3–8 (n = 1,289), we perform a 3-step latent class analysis (LCA). We identify six subgroups of schools: versatile (31%), demoralized (19%), developing (15%), collaborative, (13%), responsive (11%), and controlled (11%). These subgroups are associated with school and student characteristics. Controlling for these characteristics, teacher perceptions of school context are also associated with student outcomes. This typology has policy implications for those seeking to differentiate school supports.

摘要

本研究的目的是利用教师对学校组织环境的看法来确定学校组织能力的类型。我们采用纽约市为 3-8 年级学生提供服务的学校样本（n = 1,289），进行了 3 步潜在班级分析（LCA）。我们确定了六个学校亚组：多才多艺（31%）、士气低落（19%）、发展中（15%）、协作（13%）、响应（11%）和受控（11%）。这些亚组与学校和学生的特征相关。控制这些特征，教师对学校环境的看法也与学生成绩相关。这种类型对那些寻求区分学校支持的人具有政策意义。