Rigaud, Phyllis2013-07-012013-07-012013-07-01https://hdl.handle.net/2139/15776Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and TobagoThe academic performance of schools has been and continues to be a topical issue in the academic literature. Concerns about poor academic performance of schools and inefficient education systems have been voiced by governments, educators, and researchers worldwide. In Trinidad and Tobago, quality education continues to be an elusive goal as particular education districts display poor academic performance consistently. As the first step to educational change in the North Eastern Education District, this three-strand embedded mixed methods case study initially surveyed 42 principals and 246 teachers to attain a general understanding of the organizational and instructional practices that pervade the schools of the district. The purpose of the study was to explore the educational practices in the primary schools to understand what ensuing roles those practices play towards the persistent poor academic performance of the schools in the district. The study therefore sought to answer: How do the educational practices in the primary schools influence the academic performance of schools in the North Eastern Education District? To support this question, the following main questions were posed: 1) What are the educational practices at the primary schools in the North Eastern Education District? and 2) What relations can be established between the educational practices and the academic performance of the schools, as exhibited in the schools' assessment data?enEducational practiceEducational efficiencyAcademic achievementPrimary schoolsCase studiesConference papersTrinidad and TobagoPresentation