What characteristics did Michael Rutter identify as common in higher-performing schools?

• A. Well-organized with strong leadership, dedicated teachers, well prepared, praise and encouragement
• B. Large class sizes, punitive discipline
• C. Weak leadership, inconsistent staffing
• D. Minimal parental involvement

Answer: (A)

The main idea is that what predicts higher school performance is how the school is organized and run, not just resources or student traits. Michael Rutter’s school effectiveness work showed that successful schools share a clear structure: strong leadership, teachers who are dedicated and well prepared, and a climate that uses praise and encouragement to support students. This combination helps create consistent routines, high expectations, and a positive learning environment where students are motivated and know what is expected of them.

That’s why the described characteristics fit best: a well-organized school with strong leadership, committed teachers who come prepared, and a culture of praise and encouragement. Other options point to factors that Rutter’s findings found less explanatory for higher performance—like large class sizes or punitive discipline, which were not the key drivers, and weak leadership or inconsistent staffing, which are associated with poorer performance rather than higher. Minimal parental involvement isn’t identified as a defining feature of higher-performing schools in his work.