There is a good thread over at Living in Dialogue about the question of whether or not teachers should or do "strongly agree that the teachers in a school share responsibility for the achievement of all students."
In general, yes, but the more I chew over the NECAP numbers for high-poverty RI schools, the less I know what to make of them in terms of evaluating the whole school. The problem is, apparently we're only supposed to look at three numbers for high schools. Reading, math, and four year graduation rate. Yet math proficiency rates typically and routinely lag the reading rates by seventy percent in a given school. On paper, that looks like like half the school. In real life, it is what, a sixth of the student's day? And if the rest of the school is functioning well enough that 60%, 70%, 80% of the kids are reaching standards in reading and writing, what can the rest of the school do to improve math achievement?