ABSTRACT
Schools are expected to serve multiple school functions at different levels. Correspondingly, the conceptualization of school effectiveness should also be multi-faceted, covering technological, economic, social, political, cultural, and learning effectiveness at the individual, institutional, community/society, and international levels. The framework proposed in this chapter aims to provide a useful typology to clarify the confusion, misconception, and missing links in the conceptualization, practical implementation, and policy debate related to multiple school functions and effectiveness. Following the three waves of education reforms, three clusters of models can be used to manage, monitor, and evaluate school effectiveness at the site level. With respect to the first wave with a focus on internal effectiveness, applicable models include the goal model, the process model, and the absence of problem model. With respect to the second wave, applicable models would focus on interface effectiveness and include the resource model, the satisfaction model, and the accountability model. For the third wave emphasizing future effectiveness, applicable models include the triplization model, the CMI model, and the continuous learning model. For complicated contexts, different combinations of the models may be used to manage and monitor school effectiveness at the site level.
