Module 1 Analyzing Current School Surveys

1. Module 1Analyzing Current School Surveys ECU 503 Amanda Madonna

2. Surveys are an effective strategy to connect schools, families, and communities. • Surveys can be used as a tool to communicate successes and measure community perceptions about student achievements. • Surveys allow families, community members, students, and school staff to share thoughts on key issues such as leadership and governance, core values, and information sources. • Surveys can be used as a long term communication strategy with the entire community.

3. According to SEDL’s New Wave of Evidence study, survey data can be used to “answer essential questions about student achievement” (Henderson and Mapp, 2002). • How are connections made between schools and families to support student achievement? • How can those connections be created and sustained between families of diverse cultural and class backgrounds? • Why and how do parents get involved in their children’s education? • What are the factors that influence parents’ involvement? • What matters when trying to connect school staff and families?

4. Using Surveys to Measure School Climate • “Measuring school climate is a data driven strategy that recognizes the social, emotional and civic as well as intellectual aspects of K-12 student learning” (National School Climate Center, 2014). • “Measuring school climate is an effective strategy that engages students, parents/guardians, school personnel and community members learning and working together to create safe, supportive, engaging, helpfully challenging and joyful K-12 schools” (National School Climate Center, 2014). • Surveys provide immediate feedback on how students, parents, and school personnel perceive a school's particular climate for learning. • Climate surveys can be completed in a short amount of time, either online or on paper. • Climate surveys can be used as tool to facilitate dialogue and strengthen communication and collaboration among staff members as well as between staff, students, parents and community leaders.

5. Comprehensive School Climate Inventory Survey (sample page)

6. National Education Longitudinal Studies: Nels:88 • Developed by OSPI to survey data beginning in 1988. • Collected data from 25,000 students, families, and school staff in a series of surveys until 2000. • The NELS:88 survey results have been used for numerous research studies, which can be accessed in the National Education Data Bank. • In part, it surveyed data about parent involvement, and its correlation to student achievement. • Although NELS:88 surveyed students on many topics, it was unable to probe them deeply. It could not explain “why” things occur, which is a limitation of surveys as a measurement tool.

7. Nels:88 Survey (sample pages)

8. Effective Uses of NELS:88 Survey Data • Many studies incorporated the survey data from the numerous NELS:88 participants, including the following: • Payne and Kaba (2001)- surveyed staff at 210 schools to identify characteristics of improved school climates (Henderson and Mapp, 2002, p.50). • Sanders, Epstein, and Connors-Tadros (1999)- surveyed 423 parents of high school students whether parent activities at the school influenced parent attitudes towards their student’s success (Henderson and Mapp, 2002, pg. 52). • Simon (2000)- used the data of all 11,000 participants to study the effects of student success and high school outreach, on family involvement (Henderson and Mapp, 2002, pg.53). • Catsambis (1998)- used the data from 13,500 families, whose students had stayed in school through 12th grade, to measure the connection of family involvement with high school student achievement(Henderson and Mapp, 2002, pg. 22).

9. NELS:88 Findings on Family Involvement and Student Academic Success • Using NELS:88 data, researchers concluded, “when programs and initiatives focus on building respectful and trusting relationships among school staff, families, and community members, they are effective in creating and sustaining family and community connections with schools” (Henderson and Mapp, 2002, p.49). • The data also helped form the idea of “social trust”, or how parents are viewed and treated by school staff. Survey data repeatedly emphasized the effectiveness of a quality relationship between schools and families. • Overall, survey data supported that regardless of a student’s background and achievement, positive outreach from schools encouraged family involvement. This in turn raised student learning.

10. Seattle Public Schools (SPS) School Climate Survey • Annually, the Seattle School District invites all students and families in their district to complete a climate survey regarding the learning environment at their school. • The survey is administered to elementary, middle, and high schools. • It asks questions regarding student engagement, academic rigor, discipline, safety, and family involvement. • The survey allows feedback by either phone or online, or in person at family symposium events. • It is offered in eight languages. • Results are transparent, and available on the Seattle Public Schools (SPS) website.

11. SPS School Climate Survey Excerpts

12. SPS Climate Survey Data Analysis • The survey responses were integrated with data on school-wide demographics to assess the relationship between families, school climate, and student success. • Family engagement was indicated by six positive responses to questions that pertained to parent’s perceptions of opportunities for involvement, engagement, and support for families. For example: • “I feel welcome whenever I visit the school” (Seattle Public Schools, 2014). • “The school staff is knowledgeable and respectful of other cultures” (Seattle Public Schools, 2014).

13. Effective Uses of SPS Survey Data • The Family Engagement and Family Satisfaction Survey results were integrated with other data collection tools, such as focus groups, individual student data, site observations, and staff evaluations to gain insight into the following areas: • School-based family support programs (FSP) that address barriers to learning, particularly for students who are struggling academically. • Advocating for increased family involvement in education. • Placing staff in schools to monitor and assist students who are not meeting academic standards. • Placing particular focus on the needs of Hispanic and African American males, students identified as “poor”, homeless, ELL, or from a refugee population.

14. Survey Applications • The transparency and accessibility of a survey would serve the school that I teach at immensely. We need a tool designed to collect baseline data on faculty and administrator attitudes and perceptions on teaching regarding students with disabilities, as well as our growing diverse student population. • We currently have nothing in place to meet these student’s needs. • A survey measuring the school’s attitudes towards students with disabilities would be a first step towards creating an outline of essential content for an inclusive education handbook. • Similarly, a survey measuring the school’s attitudes towards the growing Hispanic community at our school would be a first step towards developing effective outreach methods to better serve and communicate with those families.

15. References • Henderson, A. & Mapp, K. (2002). A new wave of evidence. Retrieved from http://www.sedl.org/connections/resources/evidence.pdf • National School Climate Center. (2014). Measuring school climate. Retrieved from http://www.schoolclimate.org/programs/csci.php • Seattle Public Schools. (2014). School reports and district scorecards. Retrieved from http://www.seattleschools.org/modules/cms/pages