ABSTRACT
Most research on school quality clarifies nothing regarding that aspect, and even from analyses of the school climate and the respective factors (e.g., Dreesmann 1982, Eder 1996) little can be learned about the control students have of the system. Mortimore (1997), in his excellent review on findings concerning school effectiveness, points out that good effectiveness is primarily due to “differences in the way schools were managed and in the quality of teaching and learning” (p. 4).
