What makes a successful middle school? Extensive studies have been conducted in the United States, Europe, Britain, and Canada to determine the factors associated with effective schools.

Both the United States and Canada are doing considerable research into the characteristics of effective schools in response to public dissatisfaction and reports that charge schools with failing our students, both academically and socially. Critics of the school systems argue that schools are not teaching the basic generic skills of reading, writing, and math well enough, nor are they preparing students to meet future demands of both good citizenship and work. They claim that students do not know our history or our geography adequately. These charges are not new. School improvement projects have been implemented in most provinces since the 1970s as a result of concerns raised by the critical eye of the public, which began in the 1960s. Currently, more and more parents are looking to alternatives to the public education system such as smaller, private schools and home schooling.

What are the characteristics of effective schools? Research tells us that effective schools have several characteristics in common, including effective instrumental leadership, clear purpose, safe and orderly climate, expectation of minimum mastery by all students, testing for program evaluation and redirection, clear academic goals, parental involvement, and evidence of collegiality. The demand that schools be accountable and responsive to public scrutiny has never been more acute than today, a time when more people than ever before are remaining in school longer, while that the same time, schools’ budgets are tighter than ever. How do educators respond to the inclusion of technologies in the curriculum on the one hand, and an increase in bullying and violence in the schools on the other hand? Should sex education be part of the curriculum? Should condoms be available in student washrooms? If so, in the high schools? Or earlier? Public tensions about the role of the school surround these debates and others. Each school has its own culture, as students who attend more than one school can testify. What makes a school’s culture different?

According to Glickman, a “good” school goes beyond effectiveness. It is characterized by smiles, openness, care and concern in addition to effectiveness. Parents want their children to attend a school that is run by educators who care about their child and their child’s learning and achievement.

Researchers report that the best schools have a clear, shared vision and academic focus, one in which programs are organized and achievement strategies and measures are determined. An ethic of caring has been noted to be fundamental in fostering a healthy school climate—a climate that should be warm, open, welcoming, safe, and orderly. Parental support and involvement in activities, including fund raising, are indicators of the nature of partnership that exists between the school and the community. As well, educators are expected to take a leadership role in not only understanding and responding to the way children learn today, but also in communicating the shift from the way we learned yesterday to both parents and the community at large. This requires that teachers be well versed in technological applications for learning, for example. Collegiality is recognized by the willingness and confidence of stakeholders to take risks, to share in decision-making, to act respectfully, and to show enthusiasm for the learning environment. Open, thoughtful, and effective communication is the key characteristic anchoring all other characteristics and shaping the culture of a particular school.

Renihan and Renihan (1998) identified two dimensions of schools: pastoral concerns and cosmetic concerns. Pastoral concerns are those that nurture relationships, respect, and openness. Cosmetic concerns are those that promote school success in the community and attend to appearances. Five types of schools describe these image types.

• Synergistic schools—highly effective both pastorally and cosmetically
• Candy store schools—high emphasis on appearances, little attention to relationships
• Disaffected schools—low emphasis both pastorally and cosmetically
• Monastic schools—low emphasis on appearances and high emphasis on relationships
• Survivor schools—mediocre in both dimensions

The challenges are enormous, and without true partnership and cooperative decision-making, the public education system will flounder. Renihan and Renihan (1991) stress the role of community in sharing a common vision to create stronger cultures and positive images. Parental support, staff morale, collegiality, risk taking, shared decision-making, and relationships are vital to building and maintaining a healthy school culture.