BPS School Climate Surveys

SY 2012-2013

Office of Data and Accountability

Agenda

     Welcome and Intros Activity: Your Vision for Family & Student Engagement School Climate Survey Overview School Level Data Review Wrap Up

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Objectives

By the end of this session, you will be able to: 1.

Interpret school climate data 2.

Use climate data to identify areas of strength and areas for improvement in school-wide engagement practices 3.

Tap into OFSE supports for planning/implementing school-wide engagement practices

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Your Vision for Family & Student Engagement in Your School

 Write your vision for family & student engagement in your school on a note card (no more than 50 words)  Share your ideas with a partner.

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Climate Surveys

 What is school climate?

  No clear definition in research Encompasses experiences and atmosphere in schools  Why do we administer climate surveys?

 Assess climate of our schools from constituents’ perspectives   Provide data to plan for improvement Provide a forum for parents, students, and teachers to voice their opinions

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Research shows school climate is important for student achievement

 Based on a meta-analysis of research on factors that are related to academic     achievement at the K-12 level, variables in four major categories demonstrate “direct empirical links” 1 Student engagement Learning strategies School climate Social-familial influences 1 Lee, Jihyun and Shute, Valerie J. (2010) ‘Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning’, Educational Psychologist, 45: 3, 185

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School Climate

 Academic emphasis  “Expectations of schools for their students and positive reactions from school community” 2   Teacher variables  “Collective efficacy, teacher empowerment, sense of affiliation” 3 Principal leadership  “Collegiality, setting high morale, and clearly conveying goals” 4 2 Lee, Jihyun and Shute, Valerie J. (2010) ‘Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning’, Educational Psychologist, 45: 3, 187 3 Ibid 4 Ibid

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History of Climate Surveys in BPS

  In BPS, we began administering the climate surveys in Spring 2009 Today, the surveys are administered:  Online for teachers, with follow-up email reminders (3) including response rate updates to all teachers by school. Survey responses are anonymous.

 On paper for students (grades 3 through 11). Beginning in 2012, seniors complete a separate Senior Exit Survey. Student responses to both surveys are linked to their BPS IDs so that results can be analyzed by demographic characteristics.

 Online and paper for parents and guardians, in all 8 languages. Parents receive the initial survey through backpacks, followed by a reminder postcard mailed directly to the home; and a second copy of the survey also mailed directly to the home. Parent responses are anonymous and linked only to the school(s) their child attends.

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Climate Surveys in BPS

Parent climate survey response rates

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% 13,5% 2008-2009 13,5% 2009-2010 19,3% 2010-2011 23,6% 2011-2012

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Climate Surveys in BPS

Student climate survey response rates

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% 53,3% 2008-2009 57,5% 2009-2010 59,7% 2010-2011 78,8% 2011-2012

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Climate Surveys in BPS

Teacher climate survey response rates

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% 58,0% 2008-2009 53,3% 2009-2010 55,4% 2010-2011 65,0% 2011-2012

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Analysis of Climate Surveys

 Factor analysis of all items to determine which items belong together in a component  Compute each component for individuals by averaging individual responses  Compute average component scores for whole district and for individual school by averaging all component scores in each group

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Distribution of Data

 District-wide report located on www.bostonpublicschools.org

“Reports” tab under  Individual school results located on www.bostonpublicschools.org

under individual school page

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District Results: 2011-2012

 Student Survey

Distribution of responses by grade level N=28,883

Grade 11 9% Grade 3 13% Grade 10 9% Grade 4 12% Grade 9 10% Grade 8 12% Grade 7 12% *40 responses did not have a grade level.

Grade 6 11% Grade 5 12%

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District Results: 2011-2012

 Student Survey

Distribution of responses by gender N=28,883

Female 49% Male 51% *40 responses did not list a gender.

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District Results: 2011-2012

 Student Survey

Distribution of responses by special education status N=28,883

Students with disabilities 19% *40 responses did not list a special education status.

Not students with disabilities 81%

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District Results: 2011-2012

 Student Survey

Distribution of responses by Free or Reduced Price Lunch Status N=28,883

Non Free or Reduced Price Lunch 27% Free or Reduced Price Lunch 73% *40 responses did not list a lunch status.

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District Results: 2011-2012

 Student Survey

Distribution of responses for free or reduced price lunch N=21,227

Reduced Lunch 8% Free Lunch 92%

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District Results: 2011-2012

 Student Survey

Distribution of responses by limited English proficient (LEP) and formerly English proficient (FLEP) status N=28,883

LEPFLEP 45% Non LEPFLEP 55% *40 responses did not list a LEP/FLEP status.

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District Results: 2011-2012

 Student Survey

District Average Values for Student Climate Survey Components School Safety (N=27959) Feeling of acceptance at school (N=27038) 3,30 3,19 Perception of school as a friendly environment (N=27059) Principal Effectiveness (N=27811) 3,11 3,11 Teacher Effectiveness (N=26756) Student enthusiasm for learning (N=27135) Identification with and overall perceptions of school (N=25442)

1,00

3,27 3,36

1,50 2,00 2,50

2,98

3,00 3,50 4,00

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District Trends

 Student Survey

Student perceptions over time

4,00 3,50 3,00

2,98 2,96 2,98 3,37 3,33 3,36 3,26 3,24 3,27 3,27 3,20 3,11 3,14 3,13 3,11 3,25 3,27 3,19 3,27 3,31 3,30

2,50 2,00 1,50 1,00 Identification with and overall perceptions of school Student enthusiasm for learning Teacher Effectiveness 2009-2010 Principal Effectiveness 2010-2011 Perception of school as a friendly environment Feeling of acceptance at school 2011-2012 School Safety

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Range of Responses: Student Survey 2011-2012

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% 90.0% 100,0% Lowest 0,0% Median Highest *District Average: 78.8% **See attached handout for individual school response rates

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Selected questions from Student Survey: 2011-2012

Strongly Agree

My teacher(s) works hard to help me learn N=28,566

51,17 Agree 44,07 Disagree 3,58 Strongly Disagree 1,17 0 10 20 30 40 50 % of student responses 60 70 80 90 100

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Selected questions from Student Survey: 2011-2012

Strongly Agree

My teacher(s) expects me to make good grades N=28,450

58,22 Agree 37,85 Disagree 2,95 Strongly Disagree 0,98 0 10 20 30 40 50 % of student responses 60 70 80 90 100

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Selected questions from Student Survey: 2011-2012 My teacher(s) provides daily opportunities for students to contribute in class N=28,275

Strongly Agree 39,84 Agree 51,22 Disagree 7,23 Strongly Disagree 1,71 0 10 20 30 40 50 % of student responses 60 70 80 90 100

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District Results: 2011-2012

 Parent Survey

District Mean Values for Parent Climate Survey Components Home-School Relations/Outreach Efforts by School (N=9858) 3,27 2,27 Parent Participation in School (N=12038) Parent Engagement at Home (N=12017) School Safety (N=9392) Perception of Teacher Effectiveness/Performance (N=11527) 3,30 3,28 3,46 Perception of Principal Performance (N=11650)

1,00 1,50 2,00 2,50 3,00

3,26

3,50 4,00

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District Trends

 Parent Survey

Parent perceptions over time

4,00

3,46 3,46 3,46

3,50

3,32 3,32 3,30 3,27 3,28 3,26 3,23 3,28 3,28

3,00

3,29 3,27 3,27

2,50 2,00 1,50

2,29 2,28 2,27

1,00 Perception of Principal Performance Perception of Teacher Effectiveness/ Performance School Safety 2009-2010 Parent Engagement at Home Parent Participation in School Home-School Relations/ Outreach Efforts by School 2010-2011 2011-2012

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Range of Responses: Parent Survey 2011-2012

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% 72,9% 22,9% Lowest 2,9% Median Highest *District Average: 23.6% **See attached handout for individual school response rates

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Selected questions from Parent Survey: 2011-2012 My child's school is a good place for my child to learn N=13,167

Strongly Agree 50,17 Agree 44,06 Disagree 3,82 Strongly Disagree 1,95 0 10 20 30 40 50 % of parent responses 60 70 80 90 100

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Selected questions from Parent Survey: 2011-2012 My child's teacher(s) challenges him/her to do their best and works hard to meet the needs of my child N=13,127

Strongly Agree 43,35 Agree 47,74 Disagree 6,47 Strongly Disagree 2,44 0 10 20 30 40 50 % of parent responses 60 70 80 90 100

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Selected questions from Parent Survey: 2011-2012 My child's school is doing a good job at preventing bullying and harassment based on race, gender, sexual preference, and disabilities N=11,787

Strongly Agree 36,45 Agree Disagree 52,91 6,99 Strongly Disagree 0 3,66 10 20 30 40 50 % of parent responses 60 70 80 90 100

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District Trends: 2011-2012

 Teacher Survey

District Mean Values for Teacher Climate Survey Components Relationships with Students and Parents (N=2728) Parent & Student Engagement (N=2544) Self-Efficacy for Classroom Management (N=2646) Self-Efficacy for Instructional Strategies (N=2697) Collective Teacher Efficacy (N=2443) Collegial Work Environment (N=2688) Teacher Influence over Classroom Decision Making (N=2688) School Leadership (N=2440)

1,00

2,52

1,50 2,00 2,50

3,21 3,28 3,19 3,17 3,04

3,00

3,00

3,50

3,55

4,00

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District Trends

 Teacher Survey

Teacher perceptions over time

4,00

3,58 3,58 3,55

3,50

3,28 3,31 3,28 3,24 3,19 3,19 3,11 2,97 3,00 3,15 3,13 3,17

3,00

2,89 2,98 3,04 3,18 3,22 3,21 2,48 2,49 2,52

2,50 2,00 1,50 1,00 School Leadership Teacher Influence over Classroom Decision Making Collegial Work Environment Collective Teacher Efficacy Self-Efficacy for Instructional Strategies Self-Efficacy for Classroom Management Parent & Student Engagement Relationships with Students and Parents 2009-2010 2010-2011 2011-2012

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Range of Responses: Teacher Survey 2011-2012

100,0% 90,0% 80,0% 70,0% 60,0% 50,0% 40,0% 30,0% 20,0% 10,0% 0,0% Lowest 16,7% 66,7% Median 100,0% Highest *District Average: 65.0% **See attached handout for individual school response rates

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Selected questions from Teacher Survey: 2011-2012

What do you think is the most important reason for why your school's results on the recent MCAS were not higher N=2,639 Unmotivated students Students' home background Lack of resources

9,97 17,17 20,20

Teachers' lack of skills Students' ability to learn

1,55 4,74

Student expectations vary from teacher to teacher Poor instruction at previous school

10,42 8,22 11,14

Parents don't monitor or assist with student work Low expectations Discipline problems 0,00

2,08

10,00

14,51

20,00 30,00 40,00 % of teacher responses 50,00 60,00 70,00 80,00 90,00 100,00

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Selected questions from Teacher Survey: 2011-2012

What do you think is the most important factor influencing how much students learn in school N=2,745 School and classroom discipline Clear and regular feedback to students about performance

11,26 8,27

Classroom lessons requiring students to play an active role

16,87

Academically challenging lessons Teachers' knowledge of instructional practice Quality of life in students' community Intrinsic motivation of students

3,93 9,18 7,07 16,50

Family income Family support 0,00

0,80 26,12

10,00 20,00 30,00 % of teacher responses 40,00 50,00 60,00 70,00 80,00 90,00 100,00

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Parent and Student Engagement Questions: Teacher Survey 2011-2012 Parent and Student Engagement Questions for Teachers

You feel respected by your students parents You feel respected by your students Parents of your students help check their childs homework Parents advocate for school improvement at this school Students try hard to improve on previous work Most parents encourage you to maintain high standards Students are willing to put in the work it takes to get good grades Most of your students parents or guardians talk with you about their childs grades At this school, most students show respect for kids who get good grades The parents of most of your students are active in the schools parent organization Your students come to school ready to learn ,00 ,50 1,00 1,50 2,00 2,02 2,30 2,48 2,73 2,80 2,64 2,52 2,95 3,19 3,23 2,50 2,74 3,00 3,50 4,00

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OFSE Capacity Building Supports

Data Review & Planning Core Element Implementation

OFSE Supports

Professional Development and Parent U Coaching & Facilitation

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