Leaving No Child Behind: The Relationship of Academic Achievement to Health-Risk Behaviors and Resilience

1. Leaving No Child Behind: The Relationship of Academic Achievement to Health-Risk Behaviors and Resilience The study results that I am going to talk about today come from research conducted by the Health and Human Development Program at WestEd, lead by Dr. Thomas Hanson, with the help of Dr. Gregory Austin and June Lee-Bayha. The study results that I am going to talk about today come from research conducted by the Health and Human Development Program at WestEd, lead by Dr. Thomas Hanson, with the help of Dr. Gregory Austin and June Lee-Bayha.

2. If Einstein were here today (he’d be more hip) he would undoubtedly be joining the chorus of people concerned with turning around low performing schools and increasing achievement rates. Undoubtedly no question, no issue more pressing. With NCLB requirements, no issue governs school decisions. Unfortunately, few road maps. This uncertain yet high-pressured climate is having significant impact on the health and prevention field. Increasingly hear of stories about cut backs in recess, health programs, and prevention to make more room for instructional time. Those of us charged with implementing NCLB SDFSC assessment requirements have been challenged to justify why valuable classroom time should be taken up by doing a survey on drug use. The research to be presented provides one answer to these challenges. It suggests these cutbacks are counter-productive and that health risk data are a valuable for school improvement: Low levels of student involvement in risk behaviors and higher levels of health, wellbeing and resilience are associated with improved attendance, grades, and test scores. Health and prevention programs can help remove roadblocks to learning and increase likelihood of school success!If Einstein were here today (he’d be more hip) he would undoubtedly be joining the chorus of people concerned with turning around low performing schools and increasing achievement rates. Undoubtedly no question, no issue more pressing. With NCLB requirements, no issue governs school decisions. Unfortunately, few road maps. This uncertain yet high-pressured climate is having significant impact on the health and prevention field. Increasingly hear of stories about cut backs in recess, health programs, and prevention to make more room for instructional time. Those of us charged with implementing NCLB SDFSC assessment requirements have been challenged to justify why valuable classroom time should be taken up by doing a survey on drug use. The research to be presented provides one answer to these challenges. It suggests these cutbacks are counter-productive and that health risk data are a valuable for school improvement: Low levels of student involvement in risk behaviors and higher levels of health, wellbeing and resilience are associated with improved attendance, grades, and test scores. Health and prevention programs can help remove roadblocks to learning and increase likelihood of school success!

3. The presentation is based on this report, which can be downloaded from WestEd’s website. Purchased through WestEd.The presentation is based on this report, which can be downloaded from WestEd’s website. Purchased through WestEd.

4. CDE (via Stuart Foundation) commissioned examination of two questions: Are California students in low performing schools exposed to more health risks and fewer development supports (assets) than students in other schools? (Concurrent) How are student health risks and resilience assets related to the progress of California schools in raising test scores?(Longitudinal) Funding: The analysis by WestEd was funded by the California Department of Education, through a grant from the Stuart Foundation. Purpose: Two Overarching Questions Examined: (1) Are California students in low performing schools exposed to more health risks and fewer developmental supports than students in other schools? This question addresses the unmet need for learning supports in low performing schools – as well as the level of need across all schools in the state. (Cross-sectional Analysis) (2) How are student health risks and resilience assets related to the progress of California schools in raising test scores? This question addresses the potential impacts on student performance of removing health-related behavioral and environmental barriers to learning. (Longitudinal Analysis) Definitions: Risk factors include: (a) poor physical health, such as lack of exercise and inadequate nutrition; (b) alcohol, tobacco, and drug use (including use at school); and (c) violence, victimization, harassment, and lack of safety at school. Resilience assets include: (a) caring relationships at school, (b) high expectation messages, and (c) opportunities for participation and contribution. Prior research suggests that these assets are associated with both improved health-related behavior and success in school.Funding: The analysis by WestEd was funded by the California Department of Education, through a grant from the Stuart Foundation. Purpose: Two Overarching Questions Examined: (1) Are California students in low performing schools exposed to more health risks and fewer developmental supports than students in other schools? This question addresses the unmet need for learning supports in low performing schools – as well as the level of need across all schools in the state. (Cross-sectional Analysis) (2) How are student health risks and resilience assets related to the progress of California schools in raising test scores? This question addresses the potential impacts on student performance of removing health-related behavioral and environmental barriers to learning. (Longitudinal Analysis) Definitions: Risk factors include: (a) poor physical health, such as lack of exercise and inadequate nutrition; (b) alcohol, tobacco, and drug use (including use at school); and (c) violence, victimization, harassment, and lack of safety at school. Resilience assets include: (a) caring relationships at school, (b) high expectation messages, and (c) opportunities for participation and contribution. Prior research suggests that these assets are associated with both improved health-related behavior and success in school.

5. Data (1998-2002) California Healthy Kids Survey Annual CA SAT-9 Scores (1998-2002) Annual CA Academic Performance Index (API) (1999-2001) summary measure based on SAT-9 The analyses were based on 3 sources of state data covering 1998-2002: The California Healthy Kids Survey, Test score data are based on the annually administered SAT-9 (Stanford Achievement Test) CDE’s Academic Performance Index (API) research files (a summary index based on SAT-9 scores) SAT-9 data available through CDE’s Standardized Testing and Reporting system (STAR). The analyses were based on 3 sources of state data covering 1998-2002: The California Healthy Kids Survey, Test score data are based on the annually administered SAT-9 (Stanford Achievement Test) CDE’s Academic Performance Index (API) research files (a summary index based on SAT-9 scores) SAT-9 data available through CDE’s Standardized Testing and Reporting system (STAR).

6. A comprehensive health risk/resilience survey, mandated by state of all school districts (biennial), to help schools and communities: Efficiently and cost-effectively collect valid and useful local data on student needs. Promote understanding, using, and disseminating data to improve health, prevention, and youth development programs. Fulfill NCLB Title IV and its Principles of Effectiveness. Link health/prevention to school improvement efforts What is the CHKS? The health risk and resilience data comes from the CHKS. Let’s briefly review the survey content and how it can be used as a school improvement tool. Arguably the largest and most comprehensive system for collecting data on both risk and resilience (assets), in fulfillment of NCLB. Began in 1998 on a voluntary basis with the majority of schools administering it by time it became mandated in fall 2003. Every school district in state must due every two years if accept SDFSC funds. In origin, before NCLB, goal at the local level was to support data collection in fulfillment of USDE Principles of Effectiveness. And link programs to school improvement. The health risk and resilience data comes from the CHKS. Let’s briefly review the survey content and how it can be used as a school improvement tool. Arguably the largest and most comprehensive system for collecting data on both risk and resilience (assets), in fulfillment of NCLB. Began in 1998 on a voluntary basis with the majority of schools administering it by time it became mandated in fall 2003. Every school district in state must due every two years if accept SDFSC funds. In origin, before NCLB, goal at the local level was to support data collection in fulfillment of USDE Principles of Effectiveness. And link programs to school improvement.

7. Content Core Demographics School grades and truancy ATOD Use and Violence Exercise, Eating, Height/weight, & Asthma Risk Resilience and Youth Development Module (RYDM) Supplementary Modules AOD use and Violence (including suicide) Tobacco use Sexual behavior and HIV risks Physical health The analyses used data from the required Core Module of key health indicators as well as from the supplementary module on resilience. Because the resilience module was then not required, fewer schools had administered it than the Core (about a third as many). This analysis does not include the elementary module. The analyses used data from the required Core Module of key health indicators as well as from the supplementary module on resilience. Because the resilience module was then not required, fewer schools had administered it than the Core (about a third as many). This analysis does not include the elementary module.

8.  Biennial representative district survey Grades 5, 7, 9, & 11, and Alternative Core module & RYDM school/community assets (secondary) Voluntary, anonymous student participation Standardized administration procedures and protections (parental consent) Provide results for aggregation into single database CHKS Background: The California Healthy Kids Survey is now mandated by CDE to be conducted at least once every two years by all school districts that accept federal SDFSCA and state TUPE funds. At the time of the analyses it had been administered VOLUNTARILY by most school districts. It is a comprehensive, student, self-report assessment tool for monitoring and tracking health risks and problem behaviors at districts and schools among 5th, 7th, 9th, and 11th graders. It also tracks positive influences on students – that is, resilience assets and developmental supports that promote positive youth development and school success. CHKS Background: The California Healthy Kids Survey is now mandated by CDE to be conducted at least once every two years by all school districts that accept federal SDFSCA and state TUPE funds. At the time of the analyses it had been administered VOLUNTARILY by most school districts. It is a comprehensive, student, self-report assessment tool for monitoring and tracking health risks and problem behaviors at districts and schools among 5th, 7th, 9th, and 11th graders. It also tracks positive influences on students – that is, resilience assets and developmental supports that promote positive youth development and school success.

9. Module Administration by District Here’s a sense of the size of the system Increasing even more annual since mandate in 2003Here’s a sense of the size of the system Increasing even more annual since mandate in 2003

10. Create a single, flexible data collection system that: meets needs of multiple local & state agencies reduces survey burden on schools Can add questions to collect other data needed locally and facilitate program evaluations Comparable local data for county/state planning Analyze factors related to health and health programs across state Variations by program funding, geography, demographics (underrepresented groups) Why have it?—State Planning Though primarily a local data collection system, also designed to achieve certain state objectives. All the data is processed and stored through a central system that creates a single system that meets multiple local and state needs. For for the first time, have comparable data from all schools for research and planning. At same time, reduced the burden on the schools. (More data, less interference) In another feature, locals can add own questions Aggregated dataset being used in multiple ways for research and planning. Stuart analysis an example. Can be used in conjunction with other datasets, especially for school level analysis Also used for annual state TUPE program analysis Variations based on Asthma risk -- one question can open up a range of analysis Though primarily a local data collection system, also designed to achieve certain state objectives. All the data is processed and stored through a central system that creates a single system that meets multiple local and state needs. For for the first time, have comparable data from all schools for research and planning. At same time, reduced the burden on the schools. (More data, less interference) In another feature, locals can add own questions Aggregated dataset being used in multiple ways for research and planning. Stuart analysis an example. Can be used in conjunction with other datasets, especially for school level analysis Also used for annual state TUPE program analysis Variations based on Asthma risk -- one question can open up a range of analysis

11. Assess health factors linked to achievement Assess school environment and other factors Determine barriers to learning and need for learning supports Assess school connectedness or bonding Why have it?—School Improvement In deciding what to include in the survey modules, one of the criteria was the practical value of the questions and particularly as it relates to school improvement. Assessed health factors research has shown to be linked to achievement School environment and climate factors (what is going on in the school) that could affect learning Goal to provide data to determine need for learning supportsIn deciding what to include in the survey modules, one of the criteria was the practical value of the questions and particularly as it relates to school improvement. Assessed health factors research has shown to be linked to achievement School environment and climate factors (what is going on in the school) that could affect learning Goal to provide data to determine need for learning supports

12.  Grades received Classes skipped/cut Transience Substance use at school; related problems with school work and behavior Violence perpetration & weapons possession Victimization and harassment School environmental assets and connectedness Here is a summary of the school indicators. Provides a wealth of information with which to determine what factors may account for variations in school performance. The Core module contains two questions that specifically relate to performance: typical grades received in the last 12 months and frequency in which skipped school or cut classes. Although self-report grades and attendance are not precise, they do provide a means to analyze factors that are associated with low and high grades/attendance within the survey, to target those factors, and monitor improvements. Here is a summary of the school indicators. Provides a wealth of information with which to determine what factors may account for variations in school performance. The Core module contains two questions that specifically relate to performance: typical grades received in the last 12 months and frequency in which skipped school or cut classes. Although self-report grades and attendance are not precise, they do provide a means to analyze factors that are associated with low and high grades/attendance within the survey, to target those factors, and monitor improvements.

13. The nonacademic resources and instructional strategies that give students the physical, social, emotional, and intellectual support needed to learn. Learning is impaired when students are: Tired or restless Malnourished or sick Stressed or fearful, bullied or abused Under the influence of alcohol or drugs Why have it?—Learning Supports The WestEd analysis to be presented confirms the need to provide learning supports that address these problems. The WestEd analysis to be presented confirms the need to provide learning supports that address these problems.

14. CHKS/Test Score Analyses CHKS (combined grades) Core Module (1,700 schools, 800,000 students) Resilience Module (600 schools) API — concurrent analyses (Year 1) SAT-9 — longitudinal analyses of NPR by curriculum areas (Year 2) 35 health variables — school level Adjusted for racial/ethnic composition, parental education, ELL students, free/reduced meals, and baseline test scores (when appropriate) Here is the strategy used in the study. School-level analyses were conducted. The study examined how the level of health indicators at the school level were related to academic performance at the school level. School-level averages of health risk/resilience were calculated by averaging all the CHKS responses of students in a school (grades 7, 9, and 11 combined). Then examined how these school averages were related to school-level API scores and changes in SAT-9 NPR scores (National Percentile Rank scores). Demographic controls. Eliminate them as factors. Because schools differ substantially in the types of students they serve – all of the analyses control for the socio-economic and racial/ethnic composition of schools. Without such controls, estimates of relationships between health risk/resilience and academic performance may actually be due to the demographic composition schools rather than to health risk/resilience, per se. Controlling for demographic factors provides more accurate estimates of the true relationship of health risk/resilience to academic performance. Regression techniques were used to control for demographics and other factors.Here is the strategy used in the study. School-level analyses were conducted. The study examined how the level of health indicators at the school level were related to academic performance at the school level. School-level averages of health risk/resilience were calculated by averaging all the CHKS responses of students in a school (grades 7, 9, and 11 combined). Then examined how these school averages were related to school-level API scores and changes in SAT-9 NPR scores (National Percentile Rank scores). Demographic controls. Eliminate them as factors. Because schools differ substantially in the types of students they serve – all of the analyses control for the socio-economic and racial/ethnic composition of schools. Without such controls, estimates of relationships between health risk/resilience and academic performance may actually be due to the demographic composition schools rather than to health risk/resilience, per se. Controlling for demographic factors provides more accurate estimates of the true relationship of health risk/resilience to academic performance. Regression techniques were used to control for demographics and other factors.

15. Physical Activity and API Scores (Concurrent Relationship) First, we will look at the health risk factors, beginning with physical activity. I am going to review these results in some depth as an example of how the analyses were conducted. We can then move through the other findings more quickly. Explanation of Cross-Sectional Analysis of API Scores: The first graph shows differences in the percentages of students who engaged in physical exercise the week prior to the survey by Academic Performance Index (API) quintile, as found in the cross-sectional analysis. The figure shows a concurrent relationship, or the relationship between physical activity and academic performance at a single time point. Schools were classified by API quintiles. A quintile represents 20% of the distribution of API scores – so schools that score in the top 20% of all scores are at the highest quintile, represented by the blue bar in the figure. Those that score at the bottom 20% of all schools are at the lowest quintile – represented by the yellow bar. The level of physical activity indicated by red bar roughly represents the average for the state.   Results: The lowest performing schools have the lowest percentages of students who engaged in physical exercise – and as API scores go up, so does physical activity. Lower performing schools have more room for improvement. This graph shows that at a single point in time physical activity is lower in schools with low API scores. But it does not tell us if physical activity levels among students in schools is related to future growth in test scores. To answer this question, we turn to the next graph. Controlling for Demographic Differences: We know that API scores and physical activity vary by socioeconomic status. Schools that serve affluent families have substantially higher API scores and tend to serve students who engage in more physical fitness-related behavior for a variety of reasons. As mentioned earlier, the values on the graph come from a model that controls for the socioeconomic and racial & ethnic composition of schools. So, basically, this relationship shown on the figure is the relationship that we observe after equalizing schools on socioeconomic, racial, and ethnic composition. Again, this will be true for all the figures that follow. Questions Used: Past week, Exercised rigorously for at least 20 minutes; exercised non-rigorously for at least 30 minutes, and tone or strengthen muscles. First, we will look at the health risk factors, beginning with physical activity. I am going to review these results in some depth as an example of how the analyses were conducted. We can then move through the other findings more quickly. Explanation of Cross-Sectional Analysis of API Scores: The first graph shows differences in the percentages of students who engaged in physical exercise the week prior to the survey by Academic Performance Index (API) quintile, as found in the cross-sectional analysis. The figure shows a concurrent relationship, or the relationship between physical activity and academic performance at a single time point. Schools were classified by API quintiles. A quintile represents 20% of the distribution of API scores – so schools that score in the top 20% of all scores are at the highest quintile, represented by the blue bar in the figure. Those that score at the bottom 20% of all schools are at the lowest quintile – represented by the yellow bar. The level of physical activity indicated by red bar roughly represents the average for the state.   Results: The lowest performing schools have the lowest percentages of students who engaged in physical exercise – and as API scores go up, so does physical activity. Lower performing schools have more room for improvement. This graph shows that at a single point in time physical activity is lower in schools with low API scores. But it does not tell us if physical activity levels among students in schools is related to future growth in test scores. To answer this question, we turn to the next graph. Controlling for Demographic Differences: We know that API scores and physical activity vary by socioeconomic status. Schools that serve affluent families have substantially higher API scores and tend to serve students who engage in more physical fitness-related behavior for a variety of reasons. As mentioned earlier, the values on the graph come from a model that controls for the socioeconomic and racial & ethnic composition of schools. So, basically, this relationship shown on the figure is the relationship that we observe after equalizing schools on socioeconomic, racial, and ethnic composition. Again, this will be true for all the figures that follow. Questions Used: Past week, Exercised rigorously for at least 20 minutes; exercised non-rigorously for at least 30 minutes, and tone or strengthen muscles.

16. Physical Activity and Annual Changes in Test Scores This next graph depicts how physical activity is related to subsequent annual changes in reading, language, and mathematics test scores. Explanation of Longitudinal Analysis: Scores are average National Percentile Rankings. The graphs shows the average change in test scores for 5 different levels of physical activity: (a) 2 standard deviations below the mean [76], (b) 1 standard deviation below the mean [82], (c) at the mean [88], (d) 1 standard deviation above the mean [94], and (e) 2 standard deviations above the mean [100]. The middle bar (88%) is mean, about the state average. Each bar to left/right is one standard deviation. Horizontal lines show change in NPR in one year, above and below “0” or no-change. Reading Scores as an Example: Just focusing on the reading scores on the left side of the figure, the results tell us that in schools where 76 percent of students engaged in physical activity during the week prior to the survey, NPR scores DECLINED by about half or .4 of an NPR point one year later. Schools where 88 percent of students engaged in physical activity experienced INCREASES in reading scores by about half or .6 of an NPR point. And schools where 100 percent of students engaged in physical activity increased their test scores by 1.7 NPR points. Similar stepwise progressions in test scores were apparent for language and mathematics, with schools where 100% of students exercised experienced increases 2 NPR points. These test score changes occurred only within a 1-year period of time. Changes in test scores would become even more substantial if we extrapolate the results over a longer period. In general – the results indicate that test scores increased more in schools with more students who engaged in physical exercise. And again, please note that the results in this figure adjust for socioeconomic differences across schools as well as differences in baseline test scores. Physical activity was not differentially related to growth in test scores in low and high performing schools. It appears to have equally beneficial consequences for test score growth in low and high performing schools.This next graph depicts how physical activity is related to subsequent annual changes in reading, language, and mathematics test scores. Explanation of Longitudinal Analysis: Scores are average National Percentile Rankings. The graphs shows the average change in test scores for 5 different levels of physical activity: (a) 2 standard deviations below the mean [76], (b) 1 standard deviation below the mean [82], (c) at the mean [88], (d) 1 standard deviation above the mean [94], and (e) 2 standard deviations above the mean [100]. The middle bar (88%) is mean, about the state average. Each bar to left/right is one standard deviation. Horizontal lines show change in NPR in one year, above and below “0” or no-change. Reading Scores as an Example: Just focusing on the reading scores on the left side of the figure, the results tell us that in schools where 76 percent of students engaged in physical activity during the week prior to the survey, NPR scores DECLINED by about half or .4 of an NPR point one year later. Schools where 88 percent of students engaged in physical activity experienced INCREASES in reading scores by about half or .6 of an NPR point. And schools where 100 percent of students engaged in physical activity increased their test scores by 1.7 NPR points. Similar stepwise progressions in test scores were apparent for language and mathematics, with schools where 100% of students exercised experienced increases 2 NPR points. These test score changes occurred only within a 1-year period of time. Changes in test scores would become even more substantial if we extrapolate the results over a longer period. In general – the results indicate that test scores increased more in schools with more students who engaged in physical exercise. And again, please note that the results in this figure adjust for socioeconomic differences across schools as well as differences in baseline test scores. Physical activity was not differentially related to growth in test scores in low and high performing schools. It appears to have equally beneficial consequences for test score growth in low and high performing schools.

17. Nutritious Intake and API Scores (Concurrent Relationship) The next graph shows how nutrition (food intake the week prior to survey) is related to API scores at a single point in time. We can see from the graph that healthy eating behaviors are more prevalent in high performing schools. Questions Used: Measured nutritious intake using the average of the percentage of students who: (1) drank fruit juice, (2) ate fruit, (3) ate green salad, (4) ate potatoes, (5) ate carrots, and (6) ate other vegetables - during the past week. State Average: Students averaged 76% on the 6 items.   The next graph shows how nutrition (food intake the week prior to survey) is related to API scores at a single point in time. We can see from the graph that healthy eating behaviors are more prevalent in high performing schools. Questions Used: Measured nutritious intake using the average of the percentage of students who: (1) drank fruit juice, (2) ate fruit, (3) ate green salad, (4) ate potatoes, (5) ate carrots, and (6) ate other vegetables - during the past week. State Average: Students averaged 76% on the 6 items.  

18. Nutritious Intake and Annual Changes in Test Scores The next graph shows how nutritious intake is related to growth in test scores. The results for reading and language show that test scores increased more in schools with greater proportions of students who ate nutritiously, although this was not so for math. The results also indicated that nutritious intake seems to have equally beneficial consequences for test score growth in low and high performing schools. The next graph shows how nutritious intake is related to growth in test scores. The results for reading and language show that test scores increased more in schools with greater proportions of students who ate nutritiously, although this was not so for math. The results also indicated that nutritious intake seems to have equally beneficial consequences for test score growth in low and high performing schools.

19. Breakfast Consumption and API Scores (Concurrent Relationship) This graph shows how breakfast consumption – the absence of morning fasting – is related to API scores. This is also another indicator of nutrition. Results: We can see that schools in the bottom 2 API performance quintiles had the lowest percentage of students who reported eating breakfast, and that breakfast consumption increased as API scores went up. Again, this shows that there is more room for improvement in low performing schools Question Used: Whether students ate breakfast on the day of the survey. State Average: As an indicator of the potential impact of this health risk factor on performance statement, c. 38% of kids reported that they did not eat breakfast on the day of the survey. Issue: Keep in mind that this does not mean that if you feed your students the morning of a test that test scores will improve. This graph shows how breakfast consumption – the absence of morning fasting – is related to API scores. This is also another indicator of nutrition. Results: We can see that schools in the bottom 2 API performance quintiles had the lowest percentage of students who reported eating breakfast, and that breakfast consumption increased as API scores went up. Again, this shows that there is more room for improvement in low performing schools Question Used: Whether students ate breakfast on the day of the survey. State Average: As an indicator of the potential impact of this health risk factor on performance statement, c. 38% of kids reported that they did not eat breakfast on the day of the survey. Issue: Keep in mind that this does not mean that if you feed your students the morning of a test that test scores will improve.

20. Breakfast and Annual Changes in Test Scores The longitudinal analysis shows that as breakfast consumption increases, subsequent increases in test scores also occurred. As found for nutritious intake, breakfast consumption appears to have equally beneficial consequences for test score growth in low- and high performing schools. So even though lower performing schools have more room for improvement on nutrition, both low and high performing schools seem to benefit equally with regards to test score growth when more of their students engage in healthy eating practices. For Reading, schools where less than half of students ate breakfast showed a decline of 1 NPR. Those where 76% did increased by over 2 NPR. Also true for Language and Math.The longitudinal analysis shows that as breakfast consumption increases, subsequent increases in test scores also occurred. As found for nutritious intake, breakfast consumption appears to have equally beneficial consequences for test score growth in low- and high performing schools. So even though lower performing schools have more room for improvement on nutrition, both low and high performing schools seem to benefit equally with regards to test score growth when more of their students engage in healthy eating practices. For Reading, schools where less than half of students ate breakfast showed a decline of 1 NPR. Those where 76% did increased by over 2 NPR. Also true for Language and Math.

21. Safety at School and API Scores (Concurrent Relationship) Next, we turn to the relationship between perceptions of school safety and academic performance. Results: Schools with low API scores had fewer students who reported feeling safe or very safe at school than schools with high API scores. The graph shows that low performing schools have a greater need for services that address school safety than is the case in high performing schools. Controls: Recall that this relationship exists after equalizing schools on socioeconomic and race & ethnic composition – so it is unlikely that this relationship is brought about because poorer schools are less safe than more affluent schools. Question used: How safe they feel when they are at school (five point scale: very safe to very unsafe). State Norm: Most students in the state report that they feel safe – although 15 percent, a nontrivial minority, report that they do not.   Next, we turn to the relationship between perceptions of school safety and academic performance. Results: Schools with low API scores had fewer students who reported feeling safe or very safe at school than schools with high API scores. The graph shows that low performing schools have a greater need for services that address school safety than is the case in high performing schools. Controls: Recall that this relationship exists after equalizing schools on socioeconomic and race & ethnic composition – so it is unlikely that this relationship is brought about because poorer schools are less safe than more affluent schools. Question used: How safe they feel when they are at school (five point scale: very safe to very unsafe). State Norm: Most students in the state report that they feel safe – although 15 percent, a nontrivial minority, report that they do not.  

22. Safety at School and Annual Changes in Test Scores Turning to changes in test scores, we can see that schools with more students who reported feeling safe at school made greater progress in raising test scores than other schools. And again, school safety was just as strongly related to test score growth in low and high performing schools.Turning to changes in test scores, we can see that schools with more students who reported feeling safe at school made greater progress in raising test scores than other schools. And again, school safety was just as strongly related to test score growth in low and high performing schools.

23. Lifetime Intoxication and API Scores (Concurrent Relationship) We next turn the the results for substance use. Results: Lifetime intoxication is weakly associated with API scores at a single point in time in California – although the highest performing schools have relatively fewer students who reported that they were ever very intoxicated from alcohol or drugs. Surprised not greater effect. This may reflect high prevalence of substance use among students. But do see differential effect in test score changes. Questions Used: Average percentage reporting that they ever were (a) very drunk or sick after drinking alcohol or (b) “high” from using drugs. State Average: About one quarter of students had been intoxicated on alcohol or drugs at least once. We next turn the the results for substance use. Results: Lifetime intoxication is weakly associated with API scores at a single point in time in California – although the highest performing schools have relatively fewer students who reported that they were ever very intoxicated from alcohol or drugs. Surprised not greater effect. This may reflect high prevalence of substance use among students. But do see differential effect in test score changes. Questions Used: Average percentage reporting that they ever were (a) very drunk or sick after drinking alcohol or (b) “high” from using drugs. State Average: About one quarter of students had been intoxicated on alcohol or drugs at least once.

24. Lifetime Intoxication and Annual Changes in Test Scores However: If we focus on changes, we can see that lifetime intoxication is strongly associated with changes in test scores. This graph illustrates an inverse relationship. Reading, language, and math test scores increased least in schools with high numbers of students who reported ever being heavily intoxicated. In the schools with the highest level of lifetime intoxication, reading scores actually declined. Schools that had the lowest levels actually experienced improvements of 2 to 3 NPR points, among the largest changes identified. For Reading, in schools where over half reported ever being drunk/high, scores declined by 1.2 NPR vs. 2.2 increase for schools without any.However: If we focus on changes, we can see that lifetime intoxication is strongly associated with changes in test scores. This graph illustrates an inverse relationship. Reading, language, and math test scores increased least in schools with high numbers of students who reported ever being heavily intoxicated. In the schools with the highest level of lifetime intoxication, reading scores actually declined. Schools that had the lowest levels actually experienced improvements of 2 to 3 NPR points, among the largest changes identified. For Reading, in schools where over half reported ever being drunk/high, scores declined by 1.2 NPR vs. 2.2 increase for schools without any.

25. 30-day Substance Use at School and API Scores (Concurrent Relationship) Turning to current use of alcohol or marijuana on school property (in 30 days prior to the survey). See a more substantial effect. Results: We can see that that substance use at school is inversely related to API scores at a single point in time. Schools with high API scores have relatively fewer students who report using alcohol or marijuana on school grounds. This likely points to the importance effect the level of use has on schools and reflects school disengagement, a subject we will return to shortly. Questions Used: Average percentage reporting any 30-day use of alcohol or marijuana on school property. State Average: In schools across the state, approximately 5% of students, on average, report using alcohol or marijuana on school property. Turning to current use of alcohol or marijuana on school property (in 30 days prior to the survey). See a more substantial effect. Results: We can see that that substance use at school is inversely related to API scores at a single point in time. Schools with high API scores have relatively fewer students who report using alcohol or marijuana on school grounds. This likely points to the importance effect the level of use has on schools and reflects school disengagement, a subject we will return to shortly. Questions Used: Average percentage reporting any 30-day use of alcohol or marijuana on school property. State Average: In schools across the state, approximately 5% of students, on average, report using alcohol or marijuana on school property.

26. 30-Day Substance Use at School and Annual Changes in Test Scores Substance use at school is inversely related to annual gains in test scores. As the percentage of students who report using drugs at school increases, annual gains in test scores diminish. These results underscore the importance of a drug-free school environment for school achievement. Results very similar to lifetime intoxication, but see bigger differences, almost 3 points between highest/lowest levels for reading. Substance use at school is inversely related to annual gains in test scores. As the percentage of students who report using drugs at school increases, annual gains in test scores diminish. These results underscore the importance of a drug-free school environment for school achievement. Results very similar to lifetime intoxication, but see bigger differences, almost 3 points between highest/lowest levels for reading.

27. Offered Illegal Drugs at School and API Scores (Concurrent Relationship) Turning to drug availability, as measured by being offered drug at school in the past 12 months. Results: We see that higher performing schools have fewer students who report that they were offered drugs at school – although the differences across schools are not as large as might be supposed. State Average: About one quarter of students. This is a good indicator of the potential adverse effect of drug use on the school climate.Turning to drug availability, as measured by being offered drug at school in the past 12 months. Results: We see that higher performing schools have fewer students who report that they were offered drugs at school – although the differences across schools are not as large as might be supposed. State Average: About one quarter of students. This is a good indicator of the potential adverse effect of drug use on the school climate.

28. Offered Drugs at School and Annual Changes in Test Scores Increases in test scores were substantially smaller in schools with high percentages of students who reported being offered drugs at schools. Increases in test scores were substantially smaller in schools with high percentages of students who reported being offered drugs at schools.

29. Sadness/Hopelessness and API Scores (Concurrent Relationship) We next turn to an indicator of mental health. Level of depression and suicide ideation a growing concern. While other risk behaviors are declining, this has not. Results: We can see that sadness/hopelessness is only moderately related to API scores at a single point in time – although the highest performing schools have the fewest students reporting that they felt sad or hopeless. Question Used: The CHKS has a question that assesses chronic sadness or hopelessness in the past year, which provides in indicator of the level of depression: “During the last 12 months, did you ever feel so sad and hopeless almost everyday for two weeks or more that you stopped doing some usual activities?”   State Average: Just a note on unmet need – on average, about 30% of students reported that they were chronically sad across the state – which represents substantial numbers of students.We next turn to an indicator of mental health. Level of depression and suicide ideation a growing concern. While other risk behaviors are declining, this has not. Results: We can see that sadness/hopelessness is only moderately related to API scores at a single point in time – although the highest performing schools have the fewest students reporting that they felt sad or hopeless. Question Used: The CHKS has a question that assesses chronic sadness or hopelessness in the past year, which provides in indicator of the level of depression: “During the last 12 months, did you ever feel so sad and hopeless almost everyday for two weeks or more that you stopped doing some usual activities?”   State Average: Just a note on unmet need – on average, about 30% of students reported that they were chronically sad across the state – which represents substantial numbers of students.

30. Sadness/Hopelessness and Annual Changes in Test Scores But looking at changes in test scores, schools with more students who reported being sad or hopeless made less progress in raising test scores than other schools. These results were evident in both low and high-performing schools.   But looking at changes in test scores, schools with more students who reported being sad or hopeless made less progress in raising test scores than other schools. These results were evident in both low and high-performing schools.  

31. Up to this point, examining health risks. CHKS also cutting edge module for analyzing resilience, assets or protective factors. One of the important features of the module is that it is theoretical based, drawing on the research of Bonnie Benard, who helped develop it. Model that explains research showing that the majority of youth thrive even in the fact of adversity (environmental threat, stress, and risk). For youth to succeed, in school and life, basic developmental needs must be met. As shown in center of figure. The CHKS focuses on 3 critical types of resilience assets (or protective factors) necessary for healthy development: Caring Relations, High Expectations, and Meaningful Participation. They associated with both lack of risk and positive development and academic success. The survey assesses these in four environments. When these external assets are engaged and developmental needs met, this in turn engages internal assets or personal traits that facilitate success, of which six are fundamental. In many respects maps well to Search Inst Survey, but more focused on process than specific examples of assets (attending church, doing an hour of homework etc.) Up to this point, examining health risks. CHKS also cutting edge module for analyzing resilience, assets or protective factors. One of the important features of the module is that it is theoretical based, drawing on the research of Bonnie Benard, who helped develop it. Model that explains research showing that the majority of youth thrive even in the fact of adversity (environmental threat, stress, and risk). For youth to succeed, in school and life, basic developmental needs must be met. As shown in center of figure. The CHKS focuses on 3 critical types of resilience assets (or protective factors) necessary for healthy development: Caring Relations, High Expectations, and Meaningful Participation. They associated with both lack of risk and positive development and academic success. The survey assesses these in four environments. When these external assets are engaged and developmental needs met, this in turn engages internal assets or personal traits that facilitate success, of which six are fundamental. In many respects maps well to Search Inst Survey, but more focused on process than specific examples of assets (attending church, doing an hour of homework etc.)

32. Resilience Assets Caring Relationships – supportive connections with others who serve as prosocial models and support healthy development. High Expectations – direct and indirect messages that students can and will succeed. Opportunities for Meaningful Involvement – relevant, engaging, and interesting activities. including opportunities for responsibility and contribution. Resilience assets enhance school connectedness. How do we define this Resilience Triad? Caring relationships – supportive connections with others who serve as prosocial models and support healthy development. Even one person can make a difference, and often a teacher High expectations – direct and indirect messages that students can and will succeed. This has become a mantra. Here’s a way to measure. Opportunities for involvement in relevant, engaging, and interesting activities – including opportunities for responsibility and contribution. Resilience assets are associated with student connectedness to school. If schools can provide these assets, students will be less likely to engage in risky behavior and will be more likely to succeed in school. How do we define this Resilience Triad? Caring relationships – supportive connections with others who serve as prosocial models and support healthy development. Even one person can make a difference, and often a teacher High expectations – direct and indirect messages that students can and will succeed. This has become a mantra. Here’s a way to measure. Opportunities for involvement in relevant, engaging, and interesting activities – including opportunities for responsibility and contribution. Resilience assets are associated with student connectedness to school. If schools can provide these assets, students will be less likely to engage in risky behavior and will be more likely to succeed in school.

33. School Asset Scales Here’s an example of how we operationalized the concepts in scales. Each asset area is measured by a three-item scale. Response options: 4-pt scale for how true are to you (not true at all, pretty much true, true, very true. Also create total school asset scale by combining and averaging all three resilience scales. Also includes 5-item personal school connectedness scale from the Ad-Health Survey. Not used in this analysis. Here’s an example of how we operationalized the concepts in scales. Each asset area is measured by a three-item scale. Response options: 4-pt scale for how true are to you (not true at all, pretty much true, true, very true. Also create total school asset scale by combining and averaging all three resilience scales. Also includes 5-item personal school connectedness scale from the Ad-Health Survey. Not used in this analysis.

34. What Promotes Learning? Youth development and successful learning are not competing goals but rather complementary and synergistic processes. Students’ capacity for learning cannot be optimally engaged if their basic developmental needs are not being met. Fundamental question that data from the RYDM helps answer is what promotes learning? Most of the attention in school improvement is directed at curriculum and instruction, and adding time to classrooms. Less attention has been directed on how you motivate children to learn. The RYDM is premised these principles. The social development model (Hawkins and Weis 1985), derived from integrating social control and social learning theories, posits that when students develop a positive social bond with their school, they are more likely to remain academically engaged and less likely to become involved in antisocial behaviors. Hawkins and Weis (1985) identify three elements of the school social bond: attachment to prosocial peers and school personnel, commitment to conventional academic activities, and belief in the established norms for school behavior. Hawkins and Weis hypothesize that the school social bond inhibits antisocial behavior primarily through fostering association with prosocial peers.Fundamental question that data from the RYDM helps answer is what promotes learning? Most of the attention in school improvement is directed at curriculum and instruction, and adding time to classrooms. Less attention has been directed on how you motivate children to learn. The RYDM is premised these principles. The social development model (Hawkins and Weis 1985), derived from integrating social control and social learning theories, posits that when students develop a positive social bond with their school, they are more likely to remain academically engaged and less likely to become involved in antisocial behaviors. Hawkins and Weis (1985) identify three elements of the school social bond: attachment to prosocial peers and school personnel, commitment to conventional academic activities, and belief in the established norms for school behavior. Hawkins and Weis hypothesize that the school social bond inhibits antisocial behavior primarily through fostering association with prosocial peers.

35. School Caring Relationships and API Scores (Concurrent Relationship) Now let’s look at some results. Relationship to API Scores: High performing schools have more students who reported caring relations with their teachers. Questions Used: School caring relationships was measured using 3 survey items: “At my school, there is a teacher or some other adult who: Really cares about me Notices when I am not there Listens to me when I have something to say.” The average percentage of students reporting “pretty much true” or “very true” is used to measure school caring relationships.Now let’s look at some results. Relationship to API Scores: High performing schools have more students who reported caring relations with their teachers. Questions Used: School caring relationships was measured using 3 survey items: “At my school, there is a teacher or some other adult who: Really cares about me Notices when I am not there Listens to me when I have something to say.” The average percentage of students reporting “pretty much true” or “very true” is used to measure school caring relationships.

36. School Caring Relationships and Annual Changes in Test Scores Test score gains were higher in schools with high numbers of students who reported that they had caring relationships with teachers. In schools with the highest percentage of students reporting caring relationships (77%), language and math test scores increased by over 2 NPR points. School caring relationships were just as strongly related to test score growth in high performing schools as in low performing schools. Test score gains were higher in schools with high numbers of students who reported that they had caring relationships with teachers. In schools with the highest percentage of students reporting caring relationships (77%), language and math test scores increased by over 2 NPR points. School caring relationships were just as strongly related to test score growth in high performing schools as in low performing schools.

37. School High Expectations and API Scores (Concurrent Relationship) Switching to school high expectations. Again, we see that better API scores are associated with students reporting higher levels of high expectations from adults in their schools. Low performing schools have fewer students who report high levels of high expectations. Questions Used: School high expectations is based on responses to the following questions: “At my school, there is a teacher or some other adult who… Tells me when I do a good job Always wants me to do my best Believes that I will be a success.” Switching to school high expectations. Again, we see that better API scores are associated with students reporting higher levels of high expectations from adults in their schools. Low performing schools have fewer students who report high levels of high expectations. Questions Used: School high expectations is based on responses to the following questions: “At my school, there is a teacher or some other adult who… Tells me when I do a good job Always wants me to do my best Believes that I will be a success.”

38. School High Expectations and Annual Changes in Test Scores Here is how high expectations are related to growth in test scores. High expectations is positively related to future gains in standardized test scores. And again, high expectations appear to have equally beneficial consequences for test score growth in low and high-performing schools. Note: Results for Meaningful Participation only significant in the community environment, perhaps because rates in school are so low, as shown later.Here is how high expectations are related to growth in test scores. High expectations is positively related to future gains in standardized test scores. And again, high expectations appear to have equally beneficial consequences for test score growth in low and high-performing schools. Note: Results for Meaningful Participation only significant in the community environment, perhaps because rates in school are so low, as shown later.

39. Main Findings: Cross-sectional Are California students in low performing schools exposed to more health risks and fewer development supports than students in other schools? Yes – low performing schools generally have more students exposed to health risk than other schools, even after accounting for socioeconomic characteristics. API scores were related to: Physical Exercise Nutrition Substance Use Violence and School Safety School Developmental Supports 75% of health risk/resilience measures examined were significantly related to API scores in expected ways, To summarize, the analyses addressed two very concrete questions.   (1) Are California students in low performing schools exposed to more health risks and fewer developmental supports than students in other schools?   The answer is yes – lower performing schools generally have more students exposed to health risk and fewer students exposed to developmental supports than other schools, even after accounting for socioeconomic characteristics. Academic Performance Index scores were related to: (1) physical exercise, (2) nutrition, (3) substance use, (4) violence, (5) school safety, and (6) school developmental supports. These results held for 75 percent of the risk/resilience measures that were examined. To summarize, the analyses addressed two very concrete questions.   (1) Are California students in low performing schools exposed to more health risks and fewer developmental supports than students in other schools?   The answer is yes – lower performing schools generally have more students exposed to health risk and fewer students exposed to developmental supports than other schools, even after accounting for socioeconomic characteristics. Academic Performance Index scores were related to: (1) physical exercise, (2) nutrition, (3) substance use, (4) violence, (5) school safety, and (6) school developmental supports. These results held for 75 percent of the risk/resilience measures that were examined.

40. Main Findings: Longitudinal How is student health risk related to the progress of California schools in raising test scores? Test score gains were larger in schools with: high levels of physical activity healthy eating school safety caring relationships at school, high expectations at school, and participation in meaningful activities in the community and low levels of substance use, particularly substance use at school drug availability at school theft and vandalism, insecurity, and weapon possession sadness and depression 40% of the health risk/resilience outcomes were significantly related to test-score improvements in expected ways. (2) How is student health risk related to the progress of schools in raising test scores?   Increases in test scores are associated with wide range of measures of student health and well-being and low involvement in risk behaviors. Subsequent gains in test scores were larger in schools when: (1) physical activity was more frequent; (2) healthy eating was prevalent; (3) school safety was high; and (4) there were high levels of caring relationships, exposure to high expectations at school, and participation in meaningful activities in the community. Test score gains were also larger when (5) substance use, particularly substance use at school, was infrequent; (6) drug availability at school was low; (7) theft and vandalism, insecurity, and weapon possession were low; and (8) sadness and depression were low. These results held for 40 percent of the health risk/resilience outcomes examined. (2) How is student health risk related to the progress of schools in raising test scores?   Increases in test scores are associated with wide range of measures of student health and well-being and low involvement in risk behaviors. Subsequent gains in test scores were larger in schools when: (1) physical activity was more frequent; (2) healthy eating was prevalent; (3) school safety was high; and (4) there were high levels of caring relationships, exposure to high expectations at school, and participation in meaningful activities in the community. Test score gains were also larger when (5) substance use, particularly substance use at school, was infrequent; (6) drug availability at school was low; (7) theft and vandalism, insecurity, and weapon possession were low; and (8) sadness and depression were low. These results held for 40 percent of the health risk/resilience outcomes examined.

41. Methodological Limitations Limited to schools that conducted CHKS Especially applies to resilience data Non-experimental data Other unmeasured factors could account for relationship of health indicators to changes in test scores School-level analysis Results need to be confirmed using student-level data. Several methodological limitations should be noted in interpreting the results. First, the study was conducted before the CHKS was mandated. Data came from the secondary schools that chose to conduct the CHKS. The data are not necessarily representative of all California students. This is especially a limitation of the resilience data, which was derived from only 628 schools. These results need to be confirmed analyzing a representative sample of schools. Although the results are based on longitudinal data, the data are still non-experimental. Other unmeasured factors could be responsible for the relationship of health risk/resilience to subsequent changes in test scores. The analysis is based on school-level information, describing how school characteristics are related to each other. Further research is needed to determine how the characteristics of individual students are related to individual academic test scores. Several methodological limitations should be noted in interpreting the results. First, the study was conducted before the CHKS was mandated. Data came from the secondary schools that chose to conduct the CHKS. The data are not necessarily representative of all California students. This is especially a limitation of the resilience data, which was derived from only 628 schools. These results need to be confirmed analyzing a representative sample of schools. Although the results are based on longitudinal data, the data are still non-experimental. Other unmeasured factors could be responsible for the relationship of health risk/resilience to subsequent changes in test scores. The analysis is based on school-level information, describing how school characteristics are related to each other. Further research is needed to determine how the characteristics of individual students are related to individual academic test scores.

42. So now let’s return to our original question. What has Einstein learned? Despite limitations, results of this survey show that: Addressing the health risk/resilience factors assessed by the CHKS should be an important component of a comprehensive school improvement effort Not a silver bullet but value addedSo now let’s return to our original question. What has Einstein learned? Despite limitations, results of this survey show that: Addressing the health risk/resilience factors assessed by the CHKS should be an important component of a comprehensive school improvement effort Not a silver bullet but value added

43. Implications: School Assessment and Accountability Student surveys such as the CHKS are an important tool and resource for guiding and monitoring school improvement efforts. Let’s now look at some more specific implications: Addressing the health and developmental needs of youth is a critical component of a comprehensive strategy for meeting the accountability demands for improved academic performance. So when asked why conduct health/prevention surveys, why take up valuable classroom time, one answer is that they provide you a tool to assess the barriers to learning and monitor your progress Additional comments you can make: Efforts to improve schools should go beyond the current emphasis on standards and accountability measured by test scores. Policies and practices focusing exclusively on increasing test scores while ignoring the comprehensive health and developmental needs of students are almost certain to leave many children, and many schools, behind. Won’t be as effective.Let’s now look at some more specific implications: Addressing the health and developmental needs of youth is a critical component of a comprehensive strategy for meeting the accountability demands for improved academic performance. So when asked why conduct health/prevention surveys, why take up valuable classroom time, one answer is that they provide you a tool to assess the barriers to learning and monitor your progress Additional comments you can make: Efforts to improve schools should go beyond the current emphasis on standards and accountability measured by test scores. Policies and practices focusing exclusively on increasing test scores while ignoring the comprehensive health and developmental needs of students are almost certain to leave many children, and many schools, behind. Won’t be as effective.

44. Implications: Physical Health Increase student access to moderate-to-vigorous physical activity. Improve nutritional content of school food. Promote greater awareness among students about their physical health and nutrition. [The next three slides provides some suggestions for specific program results and are optional] Specifically, District and school leaders can take steps that may promote student achievement by increasing student access to moderate-to-vigorous physical activity in physical education classes, monitoring the nutritional content of food offered at school, and promoting greater awareness among students about their physical health and nutrition. [The next three slides provides some suggestions for specific program results and are optional] Specifically, District and school leaders can take steps that may promote student achievement by increasing student access to moderate-to-vigorous physical activity in physical education classes, monitoring the nutritional content of food offered at school, and promoting greater awareness among students about their physical health and nutrition.

45. Implications: Drug Use & Violence Comprehensive early programs to prevent onset of risk behaviors Identify (CHKS) and target high-risk youth Promote positive youth development Targeted intervention programs to address needs of students demonstrating problems Provide help-oriented Student Assistance with referrals to services. Crime, violence, antisocial behavior, and other types of social disorganization on school campus can have adverse consequences for student learning and should be targeted with comprehensive prevention programs. There is also great need for comprehensive programs to prevent onset of antisocial behavior and substance use, and targeted intervention programs – such as student assistance programs – to address the needs of students already demonstrating problems.Crime, violence, antisocial behavior, and other types of social disorganization on school campus can have adverse consequences for student learning and should be targeted with comprehensive prevention programs. There is also great need for comprehensive programs to prevent onset of antisocial behavior and substance use, and targeted intervention programs – such as student assistance programs – to address the needs of students already demonstrating problems.

46. Implications: Youth Development Provide students with supportive, caring connections to adults at school who model and support healthy development. Provide clear and consistent messages that students can and will succeed. Involve students in meaningful activities. School practices that provide students with supportive, caring connections to adults at the school who model and support healthy development, and that provide clear and consistent messages that students can and will succeed, hold great promise for addressing the developmental needs of children and improving student learning. School practices that provide students with supportive, caring connections to adults at the school who model and support healthy development, and that provide clear and consistent messages that students can and will succeed, hold great promise for addressing the developmental needs of children and improving student learning.

47. In support of this, let me also share you some more data from the CHKS and its companion survey. Here is how total school assets (all three scales combined) are correlated to skipping/cutting. Regardless of asset level, percentage reporting truancy increases markedly with grade. But there is a stepwise decline in truancy as the level of assets increases.In support of this, let me also share you some more data from the CHKS and its companion survey. Here is how total school assets (all three scales combined) are correlated to skipping/cutting. Regardless of asset level, percentage reporting truancy increases markedly with grade. But there is a stepwise decline in truancy as the level of assets increases.

48. School Assets and Grades* There was a clear relationship between total school assets and self-reports of grades received in the past year. High school students high in school assets were about twice as likely as low-asset students to report grades of mostly A/Bs or better. The low-asset students were five times more likely to report receiving mostly D/Fs or lower in 9th grade and over three times more likely in 11th grade. Similar differences, though less pronounced, are evident for 7th graders. (Table 3.4) There was a clear relationship between total school assets and self-reports of grades received in the past year. High school students high in school assets were about twice as likely as low-asset students to report grades of mostly A/Bs or better. The low-asset students were five times more likely to report receiving mostly D/Fs or lower in 9th grade and over three times more likely in 11th grade. Similar differences, though less pronounced, are evident for 7th graders. (Table 3.4)

49. Finally, let’s take a look at the proportion of youth who do report being high in assets, our goal. What immediately strikes you? Assets decline with grade (at the same time risk behaviors increasing) Meaningful participation is extremely low. 9th grade a critical periodFinally, let’s take a look at the proportion of youth who do report being high in assets, our goal. What immediately strikes you? Assets decline with grade (at the same time risk behaviors increasing) Meaningful participation is extremely low. 9th grade a critical period

50. What Motivates Learning?Caring Relationships “My guess is that when schools focus on what really matters in life, the cognitive ends we now pursue so painfully and artificially will be achieved somewhat more naturally… “It is obvious that children will work harder and do things — even odd things like adding fractions — for people they love and trust.” — Nel Noddings (& Bonnie Benard) Let me leave you with some supportive quotes from others. Let me leave you with some supportive quotes from others.

51. This is a quote on involvement from Michael Fullan, one of the nation’s leading educational researchers, on the importance of this. This is a quote on involvement from Michael Fullan, one of the nation’s leading educational researchers, on the importance of this.

52. Speaking of involvement. What of our major concerns is working with schools in understanding their CHKS results. We’ve developed a workshop that both assists in this effort and models the process of “meaningful participation” by students.Speaking of involvement. What of our major concerns is working with schools in understanding their CHKS results. We’ve developed a workshop that both assists in this effort and models the process of “meaningful participation” by students.

53. Staff School Climate Survey Low-cost, online, easy-to-use, short Meet NCLB Title IV Requirement for teacher survey Data links health/prevention to school improvement School reform module under development by WestEd A system for collecting other staff data Required biennial administration in California, for comparison with student CHKS data Now some info on new resource for school improvement data. These are just the basic requirements; talk in a many about ways you can modifyNow some info on new resource for school improvement data. These are just the basic requirements; talk in a many about ways you can modify

54. Content Academic priorities Learning supports & barriers Staff-student* & intra-staff relationships Parent involvement and community collaboration Prevalence and impact of student risk behaviors* Student and staff safety* Equity and ethnic-racial conflict* School rules/policies (communication & enforcement) Scope and nature of counseling, prevention, intervention, and health program efforts (Practitioners only)

55. Content (cont’d) Is school an inviting and supportive learning environment with high standards? Are students well-prepared, able & motivated to learn? Are students connected to school? Is school a supportive, respectful place to work? Do staff feel responsibility for school improvement? Do staff feel safe?

56. Leaders agree… “[Children]…who face violence, hunger, substance abuse, unintended pregnancy, and despair cannot possibly focus on academic excellence. There is no curriculum brilliant enough to compensate for a hungry stomach or a distracted mind.”

57. For more information, see: Hanson, T.L., Austin, G.A. & Lee-Bayha, J. (2004). Ensuring that no child is left behind: How are student health risks & resilience related to the academic progress of schools. San Francisco, CA: WestEd. Hanson, T. L., & Austin, G. A. (2003). Student health risks, resilience, and academic performance in California: Year 2 report, longitudinal analyses. Los Alamitos, CA: WestEd. Hanson, T.L. & Austin, G.A. (2003). Are Student Health Risks and Low Resilience Assets an Impediment to the Academic Progress of Schools? (California Healthy Kids Survey Factsheet 3). Los Alamitos, CA: WestEd. Available from the CHKS Website: www.WestEd.org/hks