Abstract
ABSTRACTThis mixed-methods study inquired about characteristics of districts which influence changes in student achievement and how those characteristics are developed. Staff in 49 Ontario districts were surveyed to estimate the status of nine district characteristics on changes in provincial tests of math and language achievement over five years. A cross-case analysis of interview data collected in three high-performing districts provided in-depth descriptions of each of the nine district characteristics. Results indicated that most of the nine district characteristics had significant effects on student achievement. Implications for policy and practice are suggested.
Published Version
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