The origin of effective schools lies in the strong reaction sparked by a scientific fact within the rationalist paradigm; they emerged as the result of a report commissioned by the US to establish the relationship between the resources allocated to education and the academic performance of the students: the Coleman Report (1966). This document cited and drew a series of conclusions which, as stated by Cantón (2001:19), were contrary to expectations:

·        Schools bring little influence to bear on the differences created by social class and intelligence

·        The education received has a very limited effect on the students’ professional future

·        The family is the key factor. Schools can do little to improve education

·        Specific programmes and reforms do not significantly modify educational inequality.

·        The only way of achieving greater equality (leaving the student’s individual intellectual ability aside) is through the redistribution of wealth.

 These conclusions led to the creation of different programmes and external consultancy initiatives within the school effectiveness movement which, in the 45 or more years since it has been in existence, has contributed a large number of ideas that are helping to improve levels of quality and equality in education systems. However, we should not forget that for these research-based ideas to be effective, there must be research developed on the basis of the reality they wish to modify and by researchers with in-depth knowledge of that reality. With this in mind, in the year 1991, a research proposal was put forward which went on to become a point of reference in terms of increasing levels of quality and equality in education in the United Kingdom. We are referring here to the creation of IQEA (Improving the Quality of Education for All), which focuses on developing effective schools able to deal with contemporary changes by involving the students, head teachers, local education authorities, teaching staff, and university researchers and faculty.

On the basis of research results related with IQEA, such as the findings of Lipman (1997), and given our interest in researching which factors come together to ensure the project is applied on a mass scale in different countries, an exploratory study has been carried out to ascertain the personal and contextual variables involved in the successful development of IQEA, assessing its possible adaptation to the Spanish education system, developing our knowledge regarding the magnitude of the effects implied by the different factors in school effectiveness, and seeking to achieve a greater understanding of the beliefs of education professionals in relation to academic improvement and how IQEA can provide an answer in this respect.

Cantón, I. (2001). El viaje hacia la calidad de los centros educativos. In I. C. Cantón Mayo (Ed.), La implantación de la calidad en los centros educativos. Una perspectiva aplicada y reflexiva (pp. 15-131). Madrid: CCS. Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D. and York, R.L. (1966). Equality of Educational Opportunity. Washington: US Government Printing Office. Lipman, P. (1997) Restructuring in context: a case study of teacher participation and the dynamics of ideology, race and power. American Educational Research Journal, 34(1), 3-37.