In recent years, researchers have turned their attention to the
relationship between teacher social interactions and the successful
implementation of reforms. The limited research to date has tended
to support this relationship, with some research finding significant
correlations between teacher collaboration and student
achievement. In this study, we use quantitative and qualitative
methods to determine the relationship between within-school
networks formed around the interpretation and use of the data on
the National Tests Report and student achievement, as measured
by the proportion of students meeting or exceeding the proficiency
standard on the National Tests. The sample comprised 56 teachers
from seven schools within an urban school district. Teachers
responded to a social network survey and two dimensions on the
OCI. Interviews of 15 principals and five focus groups of 31
teachers provided the qualitative data. Findings suggested that a
relationship between schools with high collegial trust exhibited
deeper collaborative structures and a higher proportion of students
performing at standard on the National Tests. These findings have
implications for principals and teachers who will need to find ways
to maximize the use of within-school skill sets and expertise,
especially in a resource-strapped system.