Rigorous Instruction and Supportive Environment of Low Performing Public High Schools from one City in US

The assessment on quality instruction is always part of the measure for all academic institutions to ensure the proper delivery of the curricular offerings while maintaining the support of the institution for the smooth operation of the educational services. This study aimed to present the result of assessment of students and teachers on rigorous instruction and supportive environment among the 42 public high schools from one City in the US with low performance in academics. Results revealed that these public high schools have higher performance rating in terms of rigorous instruction and supportive environment based on the perspective of students and teachers while majority of them have declining performance in Math from previous year’s rating. However, significant positive low relationship exists between rigorous instruction in terms of academic press and quality of student discussion with Math State Regent exam as well as the supportive environment in terms of classroom behaviour. Significant positive low relationship exists between rigorous instruction and supportive environment. Thus, educational leaders have the responsibility to describe the present status of the institution based on the capacity of their teachers to deliver quality instruction to students. Enhancing the human capital development with the supportive environment is one way of strengthening the morale of the teachers in improving academic freedom and paying more attention to student classroom behaviour.

Keywords: classroom behaviour, educational system, institutional support, math state regent