School Climate Survey For National Summit 10-6-14

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.National Leadership Summit on School Discipline and ClimateSchool ClimateData Collection Reporting and UseDewey Cornell, Ph.D.Curry School of EducationUniversity of Virginia434-924-8929Email: youthvio@virginia.eduWhat is the purpose of aschool climate survey? Gather more comprehensive and valid data onschool conditions Focus attention on quality of teacher-studentrelationships as well as peer relationships Identify strengths as well as areas that needimprovement Measure progress toward schoolimprovement goals10-6-14Dewey G. Cornell, Ph. D., is a forensic clinicalpsychologist and Professor of Education in the CurrySchool of Education at the University of Virginia. Dr.Cornell is Director of the UVA Youth ViolenceProject, and a faculty associate of the Institute of Law,Psychiatry, and Public Policy.Dr. Cornell has conducted research on schoolclimate surveys for nearly 20 years and currentlydirects a federally funded project that administersthe Authoritative School Climate Survey in morethan 700 secondary schools in Virginia. Hedeveloped the Virginia Student ThreatAssessment Guidelines, which is an evidencebased protocol for schools to resolve studentthreats of violence.Why does a positiveschool climate matter? Greater engagement in school Fewer discipline problems Less bullying and teasing Less aggression toward teachers Better school attendance Better academic performance Higher graduation ratesVirginia SecondarySchool Climate Project Authoritative School Climate Survey All middle & high schools (alternating years) All students or randomly selected 25/grade Report with school, region, & state normsDo not copy without permission434-924-8929Middle School2013 SurveySchools – 423 (98.4%)Teachers – 9,134 (79%)Students – 43,805 (84.8%)1

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14High School2014 SurveySchools – 323 (99.7%)Teachers – 13,455 (56.5%)Students – 48,027 (88.7%)What is AuthoritativeSchool Climate Theory?Developmental research has found thatauthoritative parents, who are both demandingand warm with their children, are more effectivethan authoritarian parents who are demandingbut cold and permissive parents who are warmbut not demanding.Our research suggests that schools wherediscipline is strict but fair, and teachers areperceived as supportive, are more positivelearning environments.Do not copy without permission434-924-89292

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14Classic study of parentsClassic study of parentsTwo contrasting groupsTwo contrasting groups “Authoritarian” strict discipline-oriented “Permissive” lacking in discipline “Authoritarian” strict discipline-oriented “Permissive” lacking in disciplineAuthoritarianPermissiveSource: Baumrind, 1966HiFour types of arianTwo contrasting groups “Get-tough” strict discipline-oriented “Be supportive” urvey of principalsSource: Skiba & Edl, 2004Virginia Middle SchoolsStructure - Strict, but Fair1-Strongly rian35StructureHiThe punishment for breaking schoolrules is the same for all studentsDo not copy without portHiStudents at this school only getpunished when they deserve itThe adults at this school are toostrict (reverse scored)The school rules are fairPermissive362.6Students are treated fairlyregardless of their race or ethnicityStudents are suspended withoutgood reason (reverse scored)When students are accused of doingsomething wrong, they get achance to explain itOverall STRUCTURE4-Strongly Agree2.732.22.42.72.62.73

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14Academic Expectations1-Strongly Disagree2-DisagreeSupport - Care and Willingness to Seek Help3-Agree4-Strongly Agree1-Strongly Disagree2-Disagree3-AgreeMost teachers and other adults at thisschool care about all studentsMy teachers expect me to work hard.3.3My teachers really want me to learn alot.My teachers do not really care howmuch I learn (reverse scored).My teachers expect me to attendcollege.Most teachers and other adults at thisschool want all students to do well3.2My teachers expect a lot from students.4-Strongly Agree2.93.1Most teachers and other adults at thisschool listen to what students have to 2.7Most teachers and other adults at thisschool treat students with respect3.12.8There are adults at this school I couldtalk with if I had a personal problem23If I tell a teacher that someone isbullying me, the teacher will do 3.13I am comfortable asking my teachersfor help with my school work3.1There is at least one teacher or anotheradult at this school who really wants Academic Expectations3.43.2Overall SUPPORTEngagement ‐ Affective and Cognitive3Prevalence of Teasing and Bullying1‐Strongly Disagree 2‐Disagree 3‐Agree 4‐Strongly Agree1-Strongly DisagreeI like this school.3I am proud to be a student at thisschool.3Students in this school often areteased about their clothing or physicalappearance.2.9Students in this school are teased orput down because of their race orethnicity.I feel like I belong at this school.2-Disagree3Getting good grades is very importantto me.I want to learn as much as I can atschool.Overall Engagement3.54-Strongly Agree2.82.3There is a lot of teasing about sexualtopics at this school.I usually finish my homework.3-Agree2.6Students here get tease or put downabout their sexual orientation.2.4Bullying is a problem at this school.2.43.33.1Structure and Support linked to Engagementand Prevalence of Teasing and BullyingPrevalence of Teasing and Bullying2.5Authoritative SchoolClimate Survey1. Structure – Strict but fair school discipline High academic expectations2. Support – teachers supportive and helpful3. Engagement –students cognitively andaffectively invested in school4. Prevalence of teasing and bullying (PTB)5. Personal victimization6. Aggressive attitudes7. Character ValuesDo not copy without permission434-924-89294

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.Authoritative SchoolClimate Survey10-6-14Authoritative SchoolClimate SurveyStudent DemographicsValidity Screening1. Gender, grade, race/ethnicity, English2. Years in school and # schools attended3. Grades last report card51. I am telling the truth on this 12. How many of the questions on this survey did you answer truthfully?4. School suspensionsAll of them5. Educational aspirationsAll but 1 or 2 of them6. Parent educationMost of themSome of themOnly a few or none of themAuthoritative SchoolClimate SurveyValidity ScreeningHow much teasing and bullyingdo we observe in schools withdifferent levels of structure andsupport? Removed 9% in middle and 6% in highschool samples Reduces exaggerated answers thatinflate estimates of risk behaviors Improves correspondence withindependent criteria and teachersDo not copy without permission434-924-8929IV - 4 groups of schoolsDV - School percentile inPrevalence of Teasing andBullying5

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14Virginia High School Safety StudyLinks Bullying to Test PerformanceBullying and teasing reported by 9th grade students andteachers predicted schoolwide SOL passing rates. Algebra I Earth Science World history Biology GeometryPrior study of 9th gradeFindings controlled for the proportion of minority students in theschool, student poverty, or school size.Schoolwide Passing Rates for Hi‐Med‐Low PTB:Student Reports9595high92.3mediumSchoolwide Passing Rates for Hi‐Med‐Low PTB:Teacher 487.787.186.786.785.885.884.385Passing Rate %Passing Rate 184.58583.282.680Algebra 1E. ScienceW. HistoryBiologyGeometry80Algebra 1Schools grouped into high-medium-low terciles based on 9thgrade student perceptions of bullying and teasing. Passingrates correlate .20 to .31 with PBT.E. ScienceW. HistoryBiologyGeometrySchools grouped into high-medium-low terciles based on 9thgrade teacher perceptions of bullying and teasing.Teacher and student perceptions correlated .31Virginia High School Safety StudyLinks Bullying to Dropout Rates 9th grade student and teacherperceptions of the prevalence ofbullying and teasing Cumulative dropout rate over 4 years Controlled for school demographicsand SOL test performanceDo not copy without permission434-924-89296

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14Bullying and teasing in 9th grade predictedschoolwide graduation rates 4 years later.30High Teasing/Bullying Linked to Higher Dropoutsin both High and Low Poverty Schools25.3High PTB25Low PTBDropout Counts2018.618.613.7151050Findings controlled for school size, proportion of minority and poorstudents in the school, community crime, and SOL passing rates.High Poverty SchoolsLow Poverty SchoolsBullying and Teasing are theBroken Windows of School ClimateWithout order andcare, the communitydeterioratesDo not copy without permission434-924-89297

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14I. Positive schoolclimate andpreventionII. Highexpectations fordisciplineIII.Equity andimprovementSchools with high structureand high support: Lower bullying and teasing Teachers report less mistreatmentby students Lower schoolwide suspensionratesSchools with high structureand high support:Virginia SecondarySchool Climate StudyIn collaboration:Findings are consistent acrossschools varying in School size Student poverty % Minority students % UrbanicityDo not copy without permission434-924-8929 Virginia Department of Education Virginia Department of Criminal Justice Servicesand Center for School SafetyThis project was supported by Grant #2012-JF-FX-0062 awarded bythe Office of Juvenile Justice and Delinquency Prevention, Office ofJustice Programs, U.S. Department of Justice. The opinions, findings,and conclusions or recommendations expressed in this publication arethose of the author and do not necessarily reflect those of theDepartment of Justice.8

School Climate Data Collection Reporting and UseDewey Cornell, Ph.D.10-6-14Virginia Youth Violence Projectdcornell@virginia.eduDo not copy without permission434-924-89299

Dewey Cornell, Ph.D. 10-6-14 Do not copy without permission 434-924-8929 4 3.3 3.2 3.1 2 3.1 3.2 My teachers expect me to work hard. My teachers really want me to learn a lot. My teachers expect a lot from students. My teachers do not really care how much I learn (reverse scored). My teachers