Transcript Student Actions for Learning

Charting the Path from Engagement to Achievement:
An Overview of the
High School Survey of Student Engagement
Terry Spradlin, Director of Education Policy & HSSSE
Kim McCormick, M.A., Research Associate
High School Survey of Student Engagement (HSSSE)
Center for Evaluation & Education Policy, Indiana University
NAIS National Commission on Accreditation
NAIS 2012 Convention – Seattle
February 28, 2012
High School Survey of
Student Engagement
Center for Evaluation &
Education Policy (CEEP)
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CEEP is a client-focused, self-funded research center associated with the
Consortium for Education & Social Science Research (CESSR) and the
School of Education on the Indiana University Bloomington campus.
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CEEP promotes and supports rigorous program evaluation and nonpartisan
policy research primarily, but not exclusively, for education, human service
and non-profit organizations.
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In the area of P-16 education policy, CEEP’s mission is to help inform,
influence and shape sound policy through effective, nonpartisan research
and analysis.
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For more information about CEEP, go to: http://ceep.indiana.edu
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Table of Contents
I.
What is the High School Survey of Student Engagement?
II.
How do the results inform practice?
III. A glance at HSSSE results (NAIS data to national sample in
2008)
IV. HSSSE News and Developments
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I. What is the High School Survey of
Student Engagement (HSSSE)?
HSSSE is a national research and professional development project,
with three primary purposes:
1) To help high schools explore, understand, and strengthen student
engagement
2) To work with high school teachers and administrators on utilizing
survey data to improve practices, i.e., teaching and learning
3) To conduct rigorous research on issues of student engagement
What is engagement?
Researchers have generally defined and measured engagement in
terms of:
• Time on task
• Attendance/absence/truancy
• Internal motivation
Two Core Aspects of HSSSE since 2004:
1) Philosophy
2) Data (over 400,000 students have completed HSSSE since 2006)
Engagement in context of relationships
in the school environment
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Engagement can best be understood as a relationship:
between the student and school community
the student and school adults
the student and peers
the student and instruction, and
the student and curriculum
HSSSE defines engagement as a complex multidimensional construct, with three primary
components:
1) Cognitive/Intellectual/Academic Engagement:
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This dimension can be described as “engagement of the mind”
Describes students’ effort, investment, and strategies for learning
The work students do and the ways students go about their work
Engagement connected to instructional time
2) Social/Behavioral/Participatory Engagement:
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This dimension can be thought of as “engagement in the life of school”
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Captures students’ actions in social, extracurricular, and non-academic
school activities, including interactions with other students
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The ways in which students interact within the school community
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Engagement with the school outside of instructional time
3) Emotional Engagement:
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This dimension can be described as “engagement of the heart”
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How students feel about their current school situation, including the people
with whom they interact, the work, and school structures
II. How do the results inform practice?
 By participating in HSSSE schools receive actionable data about the
activities and experiences of students in the school
• a customized report with comparisons between students’ responses at
their school and the national data on all survey items
• A Dimensions of Engagement Report is also provided
• an electronic data file that can used for additional analysis
• An overview of important national trends among HSSSE respondents
• Suggestions on how to interpret and use HSSSE results to guide
improvement efforts
II. How do the results inform practice? (cont.)
• HSSSE complements assessment tests and performance data by
identifying school features that affect outcomes
• HSSSE stimulates discussion on effective teaching and learning
– Many schools use HSSSE data during PLCs or other PD activities to identify areas of
improvement to include in School Improvement Plan
– Can help in accreditation process which typically requires self-reflection
• Can be used in the fall and spring to investigate trends and changes in
student engagement over the course of a school year
• Many schools use it from one year to the next to track outcomes over time
• Educators report “aha moments” and “chances to celebrate”
Past Participant Comments
 What specific actions were taken within school based on HSSSE results?
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“Professional development has been provided to all teachers related to increasing
cognitive engagement. Specific instructional strategies have been presented.
Schools are in the process of developing instructional norms within the context of
cognitive engagement.”
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“Added a high school advisory period. Developed a focus on building a kinder
school culture. Opened a special space for seniors to study.”
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“Adjustments to activities intended to improve culture and climate within the
school building; further exploration into school-based bullying and prevention
strategies.”
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“Class sizes changed; change in counselor visits; more attempts to include parental
support and interaction.”
Past Participant Comments (cont.)
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“We used the results to shape our overall goals of the school improvement
program. We found the differences between grade levels helpful.”
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“Our theory is that change on self-reported data will be connected to change in
achievement.”
 What obstacles prevented your school from taking action based on HSSSE
results?
• Limited time and resources
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Too many other initiatives happening at the same time; change of leadership
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Our own lack of drive
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Traditions and our memories of the past
I wish school could be intellectually challenging
as well as academically challenging.
Why won’t they bring what we are learning to life?
I can’t stress enough that we want to learn,
but the focus at our school is not on knowledge
nearly as much as it is on letter grades.
I always wished at least one teacher would see a
skill in me that seemed extraordinary,
or help to encourage its growth.
 If schools focus singularly on achievement, some students will
feel that they “do not matter” and become “lost,” leading to
disengagement in the learning process
 Schools that utilize HSSSE are listening to their students’
beliefs, perceptions, and perspectives about the students’
school experience; in return students’ have a sense of respect
and improved self-efficacy – leading to self-regulation and
motivation which all contribute to improved student
achievement
III. A Glance at HSSSE Data:
NAIS data to national sample in 2008
Spring 2008 Respondents
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66,062 students completed surveys (73% response rate)
Students came from 117 different high schools
High schools were located in 27 different states
NAIS Fall 2008 Pilot Project Respondents
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5,293 students completed surveys (87% response rate)
Students came from 15 different high schools
Compared to 145,201 respondents from public schools
Spring 2009 Respondents
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42,754 students completed surveys (74% response rate)
Students came from 103 high schools (87% public/13% private)
High schools were located in 27 different states
30% of respondents in grade 9, 27% grade 10, 23% in grade 11 and 20% in grade
12
Foundations of Engagement
NAIS Fall 2008 vs. HSSSE Spring 2008: Why do you go to school?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Because I enjoy being in school Because of what I learn in class
Because of my teacher(s)
Because of my peers/friends
Because it's the law
To stay out of trouble
Other
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Because I want to get a degree Because I want to acquire skills Because there's nothing else
and go to college
for the workplace
to do
NAIS
HSSSE
NAIS Fall 2008 vs. HSSSE Spring 2008: How far do you want to go in your schooling?
40%
35%
30%
25%
20%
15%
10%
5%
0%
Did not finish high school
High school diploma or GED
Two-year college degree (Associate's) Four-year college degree (Bachelor's)
40%
35%
30%
25%
20%
15%
10%
5%
0%
Master's Degree
Doctorate or other advanced professional degree
NAIS
HSSSE
Don't know/Not applicable
NAIS Fall 2008 vs. HSSSE Spring 2008: Have you ever been bored in class in high school?
60%
50%
40%
30%
20%
10%
0%
Never
Once or twice
Once in a while
NAIS
HSSSE
Every day
Every class
NAIS Fall 2008 vs. HSSSE Spring 2008: If you have been bored in class, why?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Work wasn't challenging
enough
Work was too difficult
Material wasn't
interesting
NAIS
Material wasn't relevant
to me
HSSSE
No interaction with
teacher
Other
NAIS Fall 2008 vs. HSSSE Spring 2008: Have you ever skipped school?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Never
Once or twice
Many times
NAIS Fall 2008 vs. HSSSE Spring 2008: Have you ever considered dropping out of high school?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Never
Once or Twice
NAIS
HSSSE
Many times
NAIS Fall 2008 vs. HSSSE Spring 2008: If you have thought about dropping out of high school, why?
60%
50%
40%
30%
20%
10%
0%
The work was too hard
The work was too easy
I didn't like the school
I didn't like the teachers
I didn't see the value in I was picked on or bullied
the work I was being
asked to do
60%
50%
40%
30%
20%
10%
0%
I needed to work for
money
No adults in the
school cared about
me
Family issues
I felt I was too far
I failed required
Adults in the school
behind in credits to standardized tests for encouraged me to
graduate
graduation
drop out
NAIS
HSSSE
Other
Pedagogy
NAIS Fall 2008 vs. HSSSE Spring 2008: To what degree does each of the following types of work in class excited and/or engage you?
60%
50%
40%
30%
20%
10%
0%
NAIS
HSSSE
NAIS
Teacher lecture
HSSSE
Discussion and debate
60%
50%
40%
30%
20%
10%
0%
NAIS
HSSSE
NAIS
Individual reading
HSSSE
Writing projects
Not at all
A little
Some
Very much
NAIS Fall 2008 vs. HSSSE Spring 2008: To what degree does each of the following types of work in class excited and/or engage you?
60%
50%
40%
30%
20%
10%
0%
NAIS
HSSSE
NAIS
Research projects
HSSSE
Group projects
60%
50%
40%
30%
20%
10%
0%
NAIS
HSSSE
NAIS
Presentations
HSSSE
Role plays
Not at all
A little
Some
NAIS
HSSSE
Art and drama activities
Very much
Q35: Would you like to say more about any of your answers to these
survey questions?
My school is wonderful; yes, it has its problems. But what place doesn't? I have been blessed to be
privileged enough to go here.
The school is inconsistent and unfair with rules and regulations. Teachers pick favorites and wealthier kids are
treated differently. Respect is bought and sold here.
*** teaches more than academics it teaches how to make friends, how to debate, and how to remain
unprejudiced.
I think college prep should start at the beginning of the 11th grade year, not in the middle. I also wish the
college courses were material to the students. Our school is very helpful to students with ADHD & dyslexia.
And our art teachers are amazing at helping our students who want to go to art school.
*** is a great high-school!!!!
Let's be realistic. School is a place to learn certain basic skills, and a lot of the time, doing that is boring. I am
here at *** to build a resume so to attend the college and career of my choice.
My school does not foster free-thinking or encourage diversity. Instead, it promotes knowledge as a
means for success and monetary gain. The environment here at *** is suffocating.
Q35: Would you like to say more about any of your answers to these
survey questions?
(continued)
In general, I am motivated by my grades, although there are some classes where the subject material is what
interests me. In these classes I try. Difficulty of work is not an issue.
We should have more discussions & art. Less science and math, more classes that are actually relevant to real
life. No more athletics-its stupid, if I want to exercise, I will. If not, deal with it.
Something you should consider in this survey is the difference between underclassmen & upperclassmen. I was
way more engaged as an underclassman when the curriculum was developed to engage students...Junior year
is about performance.
I think there is far too much homework for high school students. We have no time to breath and relax. It's so
unfair that they encourage socialization but assign so much that it's not actually possible.
I think my high school should encourage the building of individual growth. High school is as much
about learning about yourself personally as it is studying the material.
I feel like we aren't prepared well enough for standardized tests and we don't know when they are until about a
week before.
Q35: Would you like to say more about any of your answers to these
survey questions?
(continued)
These surveys are pointless because you guys will do nothing even if there is a problem.
Pointless! You won’t change anyway so why do you care?
These surveys are pointless because no matter what we say none of the supervisors will listen to us.
Do you really think a survey will change anything about this school?
I do not believe anyone will read this and actually care.
I hope everyone takes this survey and actually expresses their opinions. Please act upon these
surveys.
So…what can we do???
Three Ways to Explore
Student Engagement Data
• Develop a research question and investigate the answer
• Focus on one dimension of engagement at a time
• Focus on a population or a demographic breakdown of the data
Strategies & Structures
for Engagement
• Focus on Content and Instruction – pedagogy matters!
• Focus on Structures and Relationships – relationships matter!
• Focus on Knowing Students
• Focus on Relevance of Work and Learning – bring curriculum to life!
• Advisories
• Small Learning Communities & Academies
• Early College Programs
• New Tech High Schools & Project-Based Learning Environments
• Enrichment and Extracurricular Activities
• Afterschool/summer school/out-of-school time programs
Engaging All Students
***Student engagement is not a policy – it is a culture.***
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Know what the students think
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Believe what students say and care about what students think
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Set a clear purpose for education in the school, and be sure that this purpose is
supported broadly in the school community
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Create structures and processes that meet the learning needs of the students, not
just the needs of the adults
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Engage all students deeply and equally
IV. HSSSE News and Developments
 HSSSE available for use again this spring
 Online version of HSSSE survey will be available March 15
 New iteration of HSSSE instrument is being developed and will be
piloted in April and May
 Revisions being guided by a Technical Advisory Panel
 New HSSSE will be available in the fall in both paper and online
versions
 Middle Grades Survey of Student Engagement will be available in
2013-14
HSSSE Technical Advisory Panel Members
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Todd Bess, Associate Executive Director, Indiana Association of School Principals
Ashley Bowers, Director, Center for Survey Research, Indiana University
Ginette Delandshere, Department Chair & Professor of Counseling and Educational
Psychology, School of Education, Indiana University
Robert Gonyea, Associate Director, Center for Postsecondary Research, Indiana University
John Kennedy, Senior Research Director, Center for Survey Research, Indiana University
Douglas Lyons, Executive Director, Connecticut Association of Independent Schools
Alex McCormick, Director, National Survey of Student Engagement, Center for Postsecondary
Research, Indiana University
Gerald Mohr, Executive Director, Indiana Association of School Principals
Rick Noeth, Independent Consultant, Iowa City, IA
Judith Ouimet, Assistant Vice Provost, Curricular Development and Assessment
Undergraduate Education, Indiana University
Gary Pike, Executive Director, Informational Management & Institutional Research
Indiana University-Purdue University Indianapolis
David Rutkowski, Assistant Professor, Department of Educational Leadership & Policy Studies
School of Education, Indiana University
Matthew Shockley, Principal, Center Grove High School, Greenwood, IN
Terry Spradlin, Director
Kim McCormick, Research Associate
High School Survey of Student Engagement (HSSSE)
Center for Evaluation & Education Policy
Indiana University
1900 East Tenth Street
Bloomington, IN 47406
Phone: 812–856–1813
Fax: 812 856 1886
E-Mail: [email protected]
Website: http://ceep.indiana.edu/hssse/
High School Survey of
Student Engagement