Toward better ways of measuring school climate

Bibliographic Data

ID21369912
AuthorsDeborah Temkin (0000-0002-1998-2732), Joy A Thompson, Alex Gabriel (0000-0002-3676-6417), Emily Fulks, Sarah Sun, Yosmary Rodriguez
Year2021
Volume102
Issue8
Pages52-57
Publication date2021-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePhi Delta Kappan (JOURNAL)
Journal identifiersISSN: 0031-7217 • E-ISSN: 1940-6487
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00317217211013939
OpenAlexW3159186552
LanguageEN
Citations received6
References cited9

As states consider non-academic measures of school quality for their accountability plans under the Every Student Succeeds Act, few are choosing to focus on the school climate in which students learn. That’s not a surprise, given concerns about the validity and usefulness of existing climate surveys. However, the authors argue, a recent study suggests that by making a couple of modest changes to their data collection and analysis, states can significantly improve their measurement of school climate. Doing so is more than worth the effort, they add, as it will create strong incentives for schools to improve their learning environment

Academic standards · Accountability · Data collection · Economics · Higher education · Incentive · Mathematics education · Pedagogy · Political science · Public relations · Quality (philosophy) · School climate · Social science · Sociology · Surprise · Early Childhood Education and Development · Grit, Self-Efficacy, and Motivation · Psychology · School Choice and Performance · Social Psychology

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