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The recent suggestions in reading journals that school and teacher effectiveness research should affect reading inst ruction in public schools imply that all levels of school personnel agree upon the goals and means of reading inst ruction (Baumann, 1984; Blair, 1984). Indeed, many reading programs which have recently reorganized according to this literature share this implied assumption (Cuban, 1984; Wise, 1979). That is, the programs are organized upon the assumption that administrators, reading teachers, and classroom teachers agree that high achievement test scores are the important goal for reading programs and that reading instruction should be rearranged in order to promote the greatest student gains on these tests. This study investigated this assumption of consensus within an "effective" school district.

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