Improving secondary students’academic achievement through a focus on reform reliability. Four- and nine-year findings from the High Reliability Schools project

Stringfield, Sam, Reynolds, David and Schaffer, Eugene C. (2008) Improving secondary students’academic achievement through a focus on reform reliability. Four- and nine-year findings from the High Reliability Schools project Reading, GB. CfBT Education Trust 28pp.

Abstract

For two decades scholars have studied non-educational organisations where the demand to function correctly first time, every time is imperative. These organisations are known as high reliability organisations (HROs). They found that regardless of industry sector, HROs share a high number of characteristics.

The High Reliablity School project demonstrates how HRO characteristics can be applied to shape whole school reform, and improve students’ academic achievement levels. This report summarises the four and nine year findings from a reform programme implemented across twelve secondary schools in Wales. The main aim of the program was to produce sustainable reform.

The theoretical underpinnings of the High Reliability Schools project were based on twelve identified characteristics high reliability organisation (HRO) characteristics. These include

*heightened awareness of the big picture
*a clear and finite set of goals
*constant and targeted professional development
*aggressive recruiting of new staff
*alertness to surprises or lapses

The research shows that the twelve schools working with the HRO model since 1996 have made a substantial and sustainable gain in academic achievement.

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