Charting the Path from Engagement to Achievement: An Overview of the

1. 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

2. Center for Evaluation &Education Policy (CEEP) • 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. • CEEP promotes and supports rigorous program evaluation and nonpartisan policy research primarily, but not exclusively, for education, human service and non-profit organizations. • 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. • For more information about CEEP, go to:http://ceep.indiana.edu

3. Table of Contents • What is the High School Survey of Student Engagement? • How do the results inform practice? • A glance at HSSSE results (NAIS data to national sample in 2008) • HSSSE News and Developments

4. 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

5. What is engagement? • Researchers have generally defined and measured engagement in terms of: • • Time on task • • Attendance/absence/truancy • • Internal motivation

6. Two Core Aspects of HSSSE since 2004: 1) Philosophy 2) Data (over 400,000 students have completed HSSSE since 2006)

7. Engagement in context of relationships in the school environment • 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

8. HSSSE defines engagement as a complex multi-dimensional construct, with three primary components: • 1) Cognitive/Intellectual/Academic Engagement: • 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: • This dimension can be thought of as “engagement in the life of school” • Captures students’ actions in social, extracurricular, and non-academic school activities, including interactions with other students • The ways in which students interact within the school community • Engagement with the school outside of instructional time • 3) Emotional Engagement: • This dimension can be described as “engagement of the heart” • How students feel about their current school situation, including the people with whom they interact, the work, and school structures

9. 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

10. 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”

11. Past Participant Comments • What specific actions were taken within school based on HSSSE results? • “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.” • “Added a high school advisory period. Developed a focus on building a kinder school culture. Opened a special space for seniors to study.” • “Adjustments to activities intended to improve culture and climate within the school building; further exploration into school-based bullying and prevention strategies.” • “Class sizes changed; change in counselor visits; more attempts to include parental support and interaction.”

12. Past Participant Comments (cont.) • “We used the results to shape our overall goals of the school improvement program. We found the differences between grade levels helpful.” • “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 • Too many other initiatives happening at the same time; change of leadership • Our own lack of drive • Traditions and our memories of the past

13. I wish school could be intellectually challenging as well as academically challenging.

14. Why won’t they bring what we are learning to life?

15. 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.

16. 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

17. III. A Glance at HSSSE Data:NAIS data to national sample in 2008

18. Spring 2008 Respondents 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 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 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

19. Foundations of Engagement

25. Pedagogy

27. 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.

28. 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.

29. 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.

30. So…what can we do???

31. 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

32. 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

33. Engaging All Students • ***Student engagement is not a policy – it is a culture.*** • Know what the students think • Believe what students say and care about what students think • Set a clear purpose for education in the school, and be sure that this purpose is supported broadly in the school community • Create structures and processes that meet the learning needs of the students, not just the needs of the adults • Engage all students deeply and equally

34. 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

35. HSSSE Technical Advisory Panel Members • 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 AssessmentUndergraduate Education, Indiana University • Gary Pike, Executive Director, Informational Management & Institutional ResearchIndiana University-Purdue University Indianapolis • David Rutkowski, Assistant Professor, Department of Educational Leadership & Policy StudiesSchool of Education, Indiana University • Matthew Shockley, Principal, Center Grove High School, Greenwood, IN

36. 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: HSSSE@indiana.edu Website: http://ceep.indiana.edu/hssse/ High School Survey of Student Engagement