TY - JOUR
T1 - School climate
T2 - perceptual differences between students, parents, and school staff
AU - Ramsey, Christine M.
AU - Spira, Adam P.
AU - Parisi, Jeanine M.
AU - Rebok, George W.
N1 - Funding Information:
This research was supported by grants to Christine Ramsey from the Institute of Education Sciences Pre-doctoral training program award R305B080020 (PI: Karl Alexander), and to George Rebok from the National Institute on Aging award P01AG027735-03.
Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.
AB - Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.
KW - Multiple informants
KW - multilevel modeling
KW - school climate
KW - school safety
UR - http://www.scopus.com/inward/record.url?scp=84975297476&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84975297476&partnerID=8YFLogxK
U2 - 10.1080/09243453.2016.1199436
DO - 10.1080/09243453.2016.1199436
M3 - Article
AN - SCOPUS:84975297476
SN - 0924-3453
VL - 27
SP - 629
EP - 641
JO - School Effectiveness and School Improvement
JF - School Effectiveness and School Improvement
IS - 4
ER -