School evaluation

Introduction

Research suggests that a high level of school connectedness serves as a protective factor for a number of adverse behaviors. Adolescents who form a positive affiliation or bond with their schools are more likely than those who fail to form such bonds to engage in a variety of prosocial behaviors and to achieve their full academic potential, and they are also less likely to engage in problem behaviors such as fighting, bullying, truancy, vandalism, and substance use.

—DuBois, David L.; Michael J. Karcher (2005). Handbook of Youth Mentoring. Thousand Oaks, California: SAGE Publications Ltd. ISBN 0761929770. http://books.google.com/books?id=TtdR-GCYOw4C. 

The evaluation sheets are meant to allow the user to conduct a school evaluation by himself. The user should assign points to every available property on the sheet and to additional properties that can be added manually. Adding the points for each school leads to the individual evaluation of the school according to the chosen weighting. The points column also allows to note down different qualities (e.g. available / good / excellent as 5 / 10 / 15). The corresponding value for each school can then be recorded in the column of the school. The evaluation sheets are generally of minor importance for the comparison of schools with different pedagogical approaches, as for instance Waldorf education and Dalton Plan schools.

Alternative evaluation sheets can be added even for topics that already exist if the properties to be evaluated by the sheet differ significantly enough to make the adaption of the existing sheet infeasible.

Evaluation sheets

Cross-age mentoring by peers may offer several advantages to school-based programs that utilize adult mentors, including reduced costs; simplified recruiting, training, and supervision of mentors; and the potential for benefiting both younger (mentee) and older (mentor) youth participating in the program.

—DuBois, David L.; Michael J. Karcher (2005). Handbook of Youth Mentoring. Thousand Oaks, California: SAGE Publications Ltd. ISBN 0761929770. http://books.google.com/books?id=TtdR-GCYOw4C. 

1. Curricular and extracurricular offerings	— Particular elective subjects, extracurricular offerings, learning to learn, pedagogical emphasis or thematic priority
2. Facilities and equipment	— School library, science rooms and other facilities
3. Counseling and facilitation	— Consultation, facilitation, motivation
4. Upbringing	— Participation, citizenship education, Buddy-Project, parent service
5. Quality of education	— Certifications, standards and memberships; further quality assurance measures

See also

• Teacher evaluation

External links

• Convention against Discrimination in Education