Which type of goal is likely to have the greatest impact according to the board’s request for advice?

The type of goal that is likely to have the greatest impact is one that directly addresses student achievement and learning outcomes. Achieving proficiency or higher among grade 5 students is a clear indication of improved educational quality. This goal directly aligns with the board's request for advice because it focuses on measurable academic success, which is a priority in educational leadership.

By aiming for a specific percentage of students achieving proficiency, the goal provides a concrete target that can drive instructional strategies, resource allocation, and school improvement initiatives. It emphasizes accountability and provides a clear benchmark for measuring progress, which is crucial for demonstrating effectiveness to stakeholders. Furthermore, enhancing student proficiency can have long-term benefits that extend beyond individual grades or subjects, impacting overall school performance and community perceptions of educational quality.

In contrast, while reducing classroom sizes, increasing after-school clubs, and funding teacher training programs can all contribute to a positive school environment and potentially improve student outcomes, they do not necessarily guarantee immediate improvements in student achievement. These goals may take longer to show results or may not directly translate to student proficiency levels in standardized assessments.