Background Despite reform efforts aimed at reducing achievement disparities among marginalized students of color and poor students, gaps persist. There is growing awareness that more systemic and implicit factors such as school culture and climate impact student and school success to a great degree and should be essential components of any school reform or improvement efforts. This research brief reports the findings of a study conducted by School Culture Solutions that explored school culture, climate and equity in higher, mid, and lower performing schools. Purpose of the Study The purpose of the study was to examine the learning environment (school culture and climate) and teaching and learning conditions in varying school types and school performance levels to better understand some of the causes and remedies for achievement gaps. Study Schools Bethune Institute’s Comprehensive School Culture, Climate & Equity Assessment® process and tools were used to collect multilevel data in 20 public schools (9 elementary, 9 middle, 2 high schools). There were three school types (9 suburban, 9 urban, 2 rural). Federal No Child Left Behind (NCLB) achievement data were used to categorize schools into three types (7 high performing; 6 mid performing and 7 lower performing). Data was collected from schools in four states: Kentucky, Indiana, Georgia and California. Comprehensive School Culture, Climate, & Equity Assessment Process® Our validated School Culture, Climate & Equity Assessment protocol, surveys, classroom observations and structured interviews were utilized to examine 5 critical dimensions and 29 culture and climate indicators (see below). Cultural Leadership/ Organizational Culture Physical Environment (Climate) Psychosocial Environment (Climate) Academic Environment (Climate) Equity & Cultural Competence Research Brief Beneath the Surface: Culture and Climate In Higher and Lower Performing Schools Smith, L., Ma, X., Murray, N. (2012)
Transcript
Background Despite reform efforts aimed at reducing achievement disparities among marginalized students of color and poor students, gaps persist. There is growing awareness that more systemic and implicit factors such as school culture and climate impact student and school success to a great degree and should be essential components of any school reform or improvement efforts. This research brief reports the findings of a study conducted by School Culture Solutions that explored school culture, climate and equity in higher, mid, and lower performing schools. Purpose of the Study The purpose of the study was to examine the learning environment (school culture and climate) and teaching and learning conditions in varying school types and school performance levels to better understand some of the causes and remedies for achievement gaps. Study Schools Bethune Institute’s Comprehensive School Culture, Climate & Equity Assessment® process and tools were used to collect multilevel data in 20 public schools (9 elementary, 9 middle, 2 high schools). There were three school types (9 suburban, 9 urban, 2 rural). Federal No Child Left Behind (NCLB) achievement data were used to categorize schools into three types (7 high performing; 6 mid performing and 7 lower performing). Data was collected from schools in four states: Kentucky, Indiana, Georgia and California. Comprehensive School Culture, Climate, & Equity Assessment Process® Our validated School Culture, Climate & Equity Assessment protocol, surveys, classroom observations and structured interviews were utilized to examine 5 critical dimensions and 29 culture and climate indicators (see below).
Cultural Leadership/Organizational Culture
Physical Environment (Climate)
Psychosocial Environment (Climate)
Academic Environment (Climate)
Equity & Cultural Competence
Research Brief Beneath the Surface: Culture and Climate In Higher and Lower Performing Schools
Smith, L., Ma, X., Murray, N. (2012)!
Key Findings
Results from the perception surveys, observations and interviews were triangulated to determine school culture, climate and equity commonalities and differences in higher, mid and lower performing schools. See Figure 1.
Higher performing schools scored significantly higher in all dimensions than did mid and lower performing schools. Schools with smaller achievement gaps scored higher in all dimensions than did schools with larger gaps. Additionally, schools with smaller gaps scored significantly higher in the Equity/Cultural Competence dimension. Lower performing schools scored lower in all dimensions, but scored significantly lower in the Equity/Cultural Competence dimension which measured teacher quality equity and equity in special education, gifted and advanced education equity, discipline, and bilingual education. Lower performing schools demonstrated significant inequities in the aforementioned equity areas. Other key themes found in lower performing schools with large gaps included:
! Deficit beliefs about students and families ! Lowered expectations ! Lack of rigorous curriculum and instruction ! Low efficacy, shared responsibility and accountability among staff ! Disproportionality in discipline and overrepresentation in special education ! Inequitable policies and practices in all 5 dimensions
Figure 1. School Culture, Climate & Equity Differences in Higher, Mid and Lower Performing Schools
School Culture, Climate, and Equity Leverage Indicators
Below you will find 14 leverage indicators in which higher performing schools had higher significantly higher scores than lower performing schools. Dimension Culture Indicators 1: Cultural Leadership/ Organizational Culture
1.1 Shared equity vision, mission, core beliefs, and goals 1.2 Efficient and orderly learning environment 1.3 Culture of high expectations, shared responsibility, and
3.1 Caring, respectful, and supportive relationships between teachers and students 3.2 Collegial, supportive, trusting relationships between staff members 3.3 Respectful, supportive trusting relationships between school administrators and staff
4: Academic (Teaching and Learning) Environment (Climate)
4.1 Academic rigor and high expectations 4.2 Teachers incorporate students’ culture and prior experiences 4.3 Teachers implement culturally relevant instructional strategies
5: Equity/ Cultural Competence
5.2 Program Equity: Special Education 5.5 Program Equity: Discipline
Note: For a full report contact Dr. Lynn Smith at drlsmith@schoolculturesolutions.
A Special Thanks A special thank you to the educational and research consultants who served on the teams that conducted school culture assessments in the study schools: the late W. David Bell, Dr. David Bender, Ruth Gail Butler, Dr. Alyce Emerson, Nancy Gilligan, Barbara Miller, Natasha Murray, Herbert T. Owens, Jr., Dr. Patricia Payne, Dr. Rebecca Powell, P. Wayne Puckett, Dr. Todd A. Savage, Penny L. Smith, Dr. Lynn Smith, and Dr. Xin Ma (Independent Evaluator).
School Culture Solutions is the education and applied research arm of Bethune Institute. We work with states, districts, and schools to measure and improve school culture, climate and instructional programs to eliminate disparities in students’ opportunities, experiences and outcomes. For information or services contact: Dr. Lynn Smith, President 540 W. Maxwell Street, Lexington, KY 40508 Email: [email protected] Tel. 859.309.2630 Website: www.schoolculturesolutions.com
