school success could be measured in terms of overall percentage number of students with above average grade performance in a standard examination conducted by the researcher for the  different classes in the secondary school.

This paper may help you

Assessing School Achievement Progress: Comparing Alternative Approaches

Ronald H. Heck

Thank you

Hi I think the success of each school how all students and teachers or school board are building good relationship and understand each one role to fit all students needs to get a good result and I found this article might help Position Statement on Measuring Student Success you http://www.sde.ct.gov/sde/LIB/sde/pdf/board/meas_success.pdf

From my perspective the success of the school system the percentage of the success students and how they feel comfortable in their school.

Hi Vera, I feel that you may like to look at the paper by Grissom et al. appeared in the March 2015 issue of Educational Evaluation and Policy Research Jourmal (an AERA publication). It examines the association between measures of principals performance and student achievement data. If I am not mistaken, it includes fragments of the  instruments measuring relevant aspects of school and district success.

School success at the secondary school level could be captured with variables such as: performance in examination, social conduct by secondary school leavers, i.e how well integrated are the leavers to the prevailing social system; level of efficiency of the leavers at their various places of work, measure of creativity and innovativeness, ability to climb up the academic ladder (counterfactuals such as income should be disentangled) and contribution to development. Thanks

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Post-graduation Engagement. The system's purpose is to develop individuals who are capable (on many levels), and productively engaged in society. Following up on graduates one year later (by trained phone interviewers; EG: $5 per interview, or volunteer) is an effective way to determine if the graduate is (a) working, (b) attending training or post-secondary, (c) work and study combination, or (d) presently disengaged. This data is a powerful indicator of a school or district,s success, especially in dialogue with staff,  Board members, or Ministry.

Great question.  It depends on what is defined as success. If its results on a academic test or aquisition of skill set, your outcomes will look very different.  If it's the latter, check out http://csesa.fpg.unc.edu/.

 When we started this project we tried to define what are the skills needed for a student with ASD to successfully navigate highschool and be ready for college or carreer.  It became very evident that those skills (behaviors) apply to ALL students.  Look for the Secondary Student Success Checklist (SSSC).    Hope this helps!

I believe that by investigating  three main frames you should be able to determine school success . These frames are:

The strength of the school's culture

The effectiveness of the Principal's instructional leadership

and students' performance data from standardized  summative assessments.

In Queensland , you may access Next Steps data relating to students career paths post secondary school.  Robinson 2007 also explored the effects of principal actions on school performance.

Vera,

I paste links to two websites for evaluating school cultures that include instruments that are used to measure teacher perceptions of the variables contributing to improved school outcomes.

Kind regards,

Janet

http://waynekhoy.com/power_points.html

http://community.mindsetworks.com/whats-my-school-mindset-survey?quiz_id=16&force=1

Hi Vera, like Michelle, above, I agree that you will first need to problematise the term 'success'. Success at school certainly isn't just about completions, transitions and grades. Further, the function of a Principal is largely about leadership, not about about teaching (at least directly) except perhaps in very small schools. I'd suggest you map out a theory of change after you have defined what you mean by 'success' and 'effectiveness' so that your measurement parameters are clear. In other words, see if you can thoerise the connections between the actions of a principal and the resulting and attributable outcomes of those actions. The other thing that is important to consider is the context. My work in very remote schools in Australia suggests that philosophicaly, the purpose of schools and education more generally, is not the same in those contexts as you would expect it to be in non-remote locations. Be careful about your assumptions is my adv ice!

This article might give you some leads on defining school success.

I think the feedback from Grant Lenarduzzi  gives an interesting perspective, I am currently looking at the student engagement and how that influences student achievement in secondary school, and how that impacts on student high stakes exam in the final year of high school Kenya.