Technical Assistance

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February 27, 4:00-5:30 pm ET

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What's New

HHS/Office of Adolescent Health Updates State-by-State Adolescent Mental Health Facts. The Department of Health and Human Services Office of Adolescent Health has recently updated its state summaries that focus on adolescent mental health. Each state page reports on positive social skills, depressive symptoms, depressive episodes and suicidal thoughts, attempts, and injuries.  Learn More

Environment

School environment refers to the extent to which school settings promote student safety and student health. Environment is inclusive of all aspects of a school – its academic components, its physical and mental health supports and services, its physical building and location within a community, and its disciplinary procedures. The following products, research articles and briefs, and tools provide a definition and discussion of school environment, tools to assess climate, and strategies to promote healthy and safe school environments.

 

Clean School Bus USA

Provides information on how to reduce children’s exposure to diesel exhaust and the amount of air pollution created by diesel school buses.

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Climate Change: What You Can Do At School

Presents suggestions about how students, educators and school administrators can all play a key role in reducing greenhouse gas emissions.

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Drinking Water in Schools & Child Care Facilities Program

Provides information about lead in drinking water.

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Environmental Education Portal for Educational Resources

Provides lesson plans, materials, and other information to facilitate the teaching of students about environmental issues, including awards, grants, and training opportunities.

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Healthy School Environmental Resources

Provides on-line resources to help facility managers, school administrators, architects, design engineers, school nurses, parents, teachers and staff address environmental health issues in schools.

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Indoor Air Quality Design Tools for Schools

Provides Information, tools and guidance for comprehensively improving indoor air quality in schools.

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Indoor Air Quality Tools for Schools Action Kit

Shows schools how to carry out a practical plan to improve indoor air problems at little- or no-cost using straightforward activities and in-house staff; provides best practices, industry guidelines, sample policies, and a sample IAQ management plan.

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Integrated Pest Management Program (IPM)

Provides information about available pest control methods, without using chemical pesticides, and with the least possible hazard to people, property, and the environment.

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Safe and Healthy School Environments: an Overview

Provides a broad overview of the issues related to children’s environmental health in schools and describes how one administrator successfully manages environmental health issues for the largest public school district in California using a software tool designed by the district.

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Safeguarding Our Children: An Action Guide

Provides a comprehensive model that can lead to safer schools and information about technical assistance centers and evidence-based resources that schools can draw upon to develop a comprehensive plan that addresses the particular safety needs of their schools and communities.

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The Safe and Supportive Schools TA Center is currently reviewing resources for possible inclusion on the webpage. If you know of a free resource that could be posted here, nominate it by completing a nomination form.

TOXMAP: Environmental Health e-Maps

Explores on-site toxic releases and hazardous waste sites from the EPA's Toxics Release Inventory (TRI) and the Superfund National Priorities List (NPL).

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2012 OSHS Grantee TA Symposium: Resources to Support Improved School Climate

Documents descriptions and links to a variety of guides, briefs, tools, and websites by the school climate content areas of programmatic intervention, measures, school climate (engagement, environment, and safety), and special populations.

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Websites

American Federation of Teachers

Houses free products and tools on topic it calls "Safe, Orderly and Healthy Schools" and serves as a membership organization for teachers, providing members a wealth of resources on teaching, including periodicals and videos.

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Office of Safe and Healthy Students

Provides information on programs, grants, and policies addressing drug and violence prevention, character and civic education, and physical education.

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News Clips

Asthma, Linked to Reduced Achievement, Rising Among Children

Asthma, a common childhood illness, has been linked to higher rates of school absenteeism, and from there to lower grades and test scores. The illness, more common among children living in poverty and from minority groups, may be a symptom of those children's living conditions. These kids are also disproportionately more likely to attend schools with lower indoor air quality.

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Exercise Balls Improve Student Behavior in IN Class

Fifth-grade teacher Sara Wright is using exercise balls instead of chairs to improve students' attention spans and cooperation during class. Studies show using exercise balls improves behavior and "legible word productivity" of students with attention-deficient/hyperactivity disorder. 

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Setting Students Up for Success

Students need a learning environment that encourages success, but how can a teacher create such a place? Teacher Chavi Abramson suggests considering how the physical layout of the classroom, the academic schedule, and teacher behavior in class affects students’ ability to succeed. Classroom practices should provide students with the path of least resistance to academic success. Facilitating students’ cooperation, independence, and ability to focus is the key.

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Study: Policies Reducing Lead Poisoning Have Academic Benefits, Too

High lead levels in children are connected to lower academic performance, and programs that reduced the rate of lead exposure and poisoning can also be tied to improved academic achievement, says a new Massachusetts study from the National Bureau of Economic Research. A decline in the gap in rates of high lead exposure between higher- and lower-income students was also connected to a 1 percentage-point reduction in the student-performance gap between those groups of students.

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Lead-Exposure Problems Spotlighted in Detroit

A new study pulls together public-health and education data to draw attention to the large numbers of Detroit children who have been exposed to lead. Lead has been linked to negative trends in school performance, especially among poor and African-American students, in Chicago, North Carolina, Rhode Island, and Texas, among other places, but there is little research on how schools can help affected children.

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School Building Boom Led to Gains for Young Students in L.A.

A study of a $19.5 billion, decade-long school construction program in the Los Angeles school district found that elementary school students moving from overcrowded facilities into new buildings showed achievement gains that were the equivalent of up to 35 additional days of instruction a year.

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Can Standing Desks Make Kids Healthier?

In a recent study, researchers provided first-graders in four Texas classrooms with "stand-biased" desks, which encourage standing but come with stools students can sit on. At the end of six weeks, 70% of the students never had used the stools and the other 30% stood most of the time.

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Detroit Clears School Routes of Vacant Homes

The $10-million state-funded plan to demolish hundreds of decrepit houses, which will start with 250 structures in the MorningSide neighborhood, is a result of a program to create safe walking routes to schools. In April, the Free Press chronicled the experiences of several students in tough neighborhoods, as they wound their way through dark streets to get to and from school each day.

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Finland Rethinks Factory-Style School Buildings

Education watchers have dissected Finland’s educational leadership on international tests from practically every angle, but a new traveling exhibit suggests one more: the buildings themselves support student achievement. School design has become of increasing concern to American and international educators alike, as buildings age and research emerges on the effects of schools’ physical structure on student health, safety, and motivation.

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EPA Releases K-12 School Environmental Health Program Guidelines for Public Comment

The U.S. Environmental Protection Agency (EPA) released for public comment the K-12 School Environmental Health Program Guidelines for States, Tribes and Territories. The guidelines are primarily intended to be used as a resource for the establishment of a state, tribal, or territorial K-12 school environmental health program.

To post comments, visit http://www.epa.gov/schools.

New Census Measure Finds Fed Programs Lower Child Poverty

Nearly 2 million children in the U.S. are staying out of poverty because of federal programs. The data suggest that child poverty is still on the rise, but that social initiatives, such as national school-meal subsidies and other programs, are helping keep poverty at bay for some.

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Group Urges More Money to Pay for Support Services Outside of School

The Campaign for Educational Equity, a group of education experts at Teachers College at Columbia University in New York, is recommending the state increase annual education spending by $4,750 for each poor student to pay for support services outside the classroom.

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Pollution May Play Role in Childhood Obesity

Exposure to high levels of air pollution from motor vehicles and secondhand smoke appears to be associated with an increase in body mass index in adolescents, researchers found.

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Obese Kids May Face Social, Emotional Woes

Obese 8- and 9-year-olds are more likely to suffer socially and emotionally than their normal-weight peers, a new study finds.

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U.S. to Award Green Ribbon Honors for Schools' Environmental Efforts

The U.S. Department of Education, following in the footsteps of its well-known Blue Ribbon Schools recognition program, is set to launch a Green Ribbon Schools initiative to salute environmental achievers.

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EPA: Back to School Environmental Education Information and Resources

The U.S. Environmental Protection Agency (EPA) is highlighting key environmental education information and resources available to improve energy efficiency, save money, and better protect people’s health and the environment during the school year.

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NY Charter School Throws Foster Kids a Safety Net

Many schools cater to disadvantaged children, but Haven Academy is unique because it houses hundreds of counselors in the same building. The school features a small student-teacher ratio, an extended school day, many tutor options and special training to keep teachers consistent in the language they use and their responses to problems.

Full story

EPA Selects Environmental Achievement Award Winners

The U.S. Environmental Protection Agency’s mid-Atlantic region announced 11 winners of its annual environmental achievement awards including two from Philadelphia Area.

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Buildings That Conserve and Educate

Sustainable school buildings, says a green-schools architect, can be powerful teaching tools to help students monitor and change their own energy-consumption behavior.

Full story

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Non-Federal | Federal

School Climate Survey Compendium (as of December 20, 2011)

To assist educators and education agencies in locating a valid and reliable needs assessment that suits their needs, the Safe and Supportive Schools Technical Assistance Center is developing a compendium of student, staff, and family surveys that can be used as part of a school climate needs assessment.  Below is an initial list of school climate survey batteries. (Alternatively, click  here to download a summary table (PDF) of each survey by respondent type.)

Please note that the Office of Safe and Healthy Students does not endorse any particular scale or survey presented in this compendium. Additionally, the database presented is not an exhaustive listing of available measures or survey instruments.  If you would like to nominate a survey that is not currently included in the compendium, click on the link below.

 Nominate a Survey
 

Alaska School Climate and Connectedness Survey

Constructs
  • Students - High Expectations, School Safety, School Leadership and Student Involvement, Respectful Climate, Peer Climate, Caring Adults, Parent and Community Involvement, Social and Emotional Learning, Student Delinquent Behaviors, Student Drug and Alcohol Use
  • Staff - School Leadership and Involvement, Staff Attitudes, Student Involvement, Respectful Climate, School Safety, Parent and Community Involvement, Student Delinquent Behaviors, Student Drug and Alcohol Use

Respondents

Students, Staff

Reports
  • American Institutes for Research (2010). 2010 School Climate and Connectedness Survey Statewide Report: Student and Staff Results. Washington D.C.
  • American Institutes for Research (2009). Alaska School Climate and Connectedness Student Survey Spring 2009 Scale Reliabilities Unpublished.
  • Kendziora, K. and E. Spier (2011). Memo Regarding the Alaska School Climate and Connectedness Survey. Unpublished.

Survey Instruments

These survey instruments are not publicly available. Please contact Kim Kendziora at kkendziora@air.org for more information about this survey.

 

American Institutes for Research Conditions for Learning Survey

Constructs

Safe and Respectful Climate, High Expectations, Student Support, Social and Emotional Learning

Respondents

Students

Reports
  • Osher, D., Kendziora, K, and Chinen, M. (2008).Student Connection Research: Final Narrative Report to the Spencer Foundation. Washington, DC: American Institutes for Research Report. Available online at: http://www.air.org/expertise/index/?fa=viewContent&content_id=383. 
  • American Insitutes for Research (2007). Cronbach's Alpha Reliability Analysis Student Connection Survey Chicago 2007. Unpublished.
  • Osher, D. (2011). Non-Original Items in AIR's 2007 Conditions for Learning Survey. Unpublished memo.
  • Osher, D. (2011). AIR's 2007 Conditions for Learning Survey. Unpublished memo.

Survey Instruments

There is no charge for using this survey. Please contact David Osher at dosher@air.org for additional information.

 

California Healthy Kids Survey

Constructs

School connectedness, School supports - caring relationships, School supports - high expectations, School supports - opportunities for meaningful participation, Community supports - caring relationships, Community supports - high expectations, Community supports - opportunities for meaningful participation, Tobacco, alcohol, or drug use at school, Physical/ verbal/emotional violence victimization, Physical/ verbal/emotional violence perpetration, Harassment victimization, Peer supports - caring relationships, Peer supports - high expectations, Home supports - caring relationships, Home supports - high expectations, Home supports - opportunities for meaningful participation, Problem solving Self-efficacy, Cooperation and communication, Empathy, Self-awareness

Respondents

Students

Reports
  • Hanson, T.L. & Kim, J. O. (2007). Measuring resilience and youth development: The Psychometric properties of the Healthy Kids Survey. (Issues & Answers Report, -No. 034). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available online at: http://www.ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2007034_sum.pdf.
  • Furlong, M. J., L. M. O'Brennan, and S. You. (Forthcoming). Psychometric Properties of the Add Health School Connectedness Scale for 18 Socio-cultural Groups. Under review for publishing. 
  • Hanson, T.L. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished. 
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://chks.wested.org/administer/download, it is copyright protected. Information on obtaining the survey instrument can be found at: http://chks.wested.org/.

 

California School Climate Survey

Constructs

Collegiality, Resource provisions and training, Professional development – instruction, Professional development – cultural competence, Professional development – meeting student needs, Positive student learning environment, Caring and respectful relationships, High expectations of students, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning facilitative behavior, Learning barrier – risk behavior, Learning barrier – interpersonal conflict and destructive behavior

Respondents

Staff

Reports
  • You, Sukkyung, & Furlong, M. (nd) A psychometric evaluation of staff version of school climate survey. University of California, Santa Barbara.
  • You, Sukkyung, O’Malley, M., & Furlong, M. (Under review). Brief California School Climate Survey: Dimensionality and measurement invariance across teachers and administrators. Submitted to Educational and Psychological Measurement.
  • Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished.
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://cscs.wested.org/training_support, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.  

 

California School Parents Survey

Constructs

Facilitation of parent involvement, Positive student learning environment, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning barriers

Respondents

Parents

Reports
  • Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished.
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://csps.wested.org/, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.  

 

The Center for Research in Educational Policy School Climate Inventory

Constructs

Orderly School Environment; Instructional Leadership; Positive Learning Environment; Parent and Community Involvement; Well-Developed and Implemented Instruction; Expectations for Students; Collaboration among Administration, Faculty, and Students

Respondents

Teachers, Administrators and Professional Staff

Reports
  • Butler, E.D. and M.J. Alberg (1991). Tennessee School Climate Inventory: A Resource Manual. Memphis, TN: Center for Research in Education Policy.
  • Franceschini III, L.A. (2009). Convergent Validity Study of the School Climate Inventory (SCI) Using Archived Tennessee Department of Education Indicators. Memphis, TN: Center for Research in Educational Policy.
  • Butler, E.D. and M.J. Alberg (1991). SCI-R Reliability Coefficients on the Seven Dimensions. Unpublished.
  • Butler, E.D. and M.J. Alberg (1991). School Climate Inventory. Unpublished.
  • Franceschini III, L.F. (2011). SCI/SCI-R Missing Values Protocols. Unpublished.

Survey Instruments

This survey instrument is not publicly available. Please contact the Center for Research in Educational Policy at CREP@memphis.edu or 1-866-670-6147 for more information.

 

The Center for Social and Emotional Education Comprehensive School Climate Inventory

Constructs
  • Students - Orderly School Environment, Administration Provides Instructional Leadership, Positive Learning Environment, Parent and Community Involvement, Instruction is Well-Developed and Implemented, Expectations for Students, Collaboration between Administration, Faculty, and Students
  • Staff - Rules & Norms, Physical & Emotional Bullying, Physical Surroundings, Social & Civic Learning, Professional Relationships, Respect & Diversity, Openness, Outreach to family members, Support for Learning, Administrator & Teacher Relationships
  • Parents - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning
  • Community Members - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning, and interest in supporting the school’s improvement efforts

Respondents

Students, Staff, Parents/Guardians, Community Members

Reports
  • Guo, P., Choe, J., & Higgins-D'Alessandro, A. (2011). Report of Construct Validity and Internal Consistency Findings for the Comprehensive School Climate Inventory. Fordham University.
  • Higgins-D’Alessandro, Faster & Cohen, 2010). School Growth and Change: A Report Comparing Schools in 2007 and 2010. Fordham University and the National School Climate Center. Unpublished report, June 7, 2010.
  • Sandy, S.V., Cohen, J. & Fisher, M.B. (2007). Understanding and Assessing School Climate: Development and Validation of the Comprehensive School Climate Inventory (CSCI). National School Climate Center. Unpublished paper.

Survey Instruments

These survey instruments are not publicly available. Please contact Darlene Faster, COO and Director of Communications, at the National School Climate Center at dfaster@schoolclimate.org or (212) 707-8799 x22 for more information on these surveys.

 

Communities That Care Youth Survey

Constructs
  • Community risk factors (low neighborhood attachment, community disorganization, transitions and mobility, perceived availability of drugs, perceived availability of handguns, laws and norms favorable to drug use); Community protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Family risk factors (family history of antisocial behavior, poor family management, family conflict, parental attitudes favorable towards drug use, parental attitudes favorable to antisocial behavior); Family protective factors (attachment, opportunities for prosocial involvement, rewards for prosocial involvement); School risk factors (academic failure, low commitment to school); School protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Peer-individual risk factors (rebelliousness, gang involvement, perceived risks of drug use, early initiation of drug use, early initiation of antisocial behavior, favorable attitudes toward drug use, favorable attitudes toward antisocial behavior; sensation seeking, rewards for antisocial involvement, friends’ use of drugs, interaction with antisocial peers, intentions to use); Peer-individual protective factors (interaction with prosocial peers, belief in the moral order, prosocial involvement, rewards for prosocial involvement, social skills, religiosity); Outcome measures (depression, antisocial behavior).

Respondents

Students

Reports
  • Community Youth Development Study. (2010). Communities That Care Youth Survey Item Construct Dictionary.
  • Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based prevention in communities. Addictive Behaviors 905, 1-26.
  • Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105.
  • Arthur, M. W. (2011) The Communities That Care Youth Survey: Additional Information for Checklist Criteria. Unpublished memo.
  • Monahan, K., Egan, E. A., Horn, M. L. V., Arthur, M., & Hawkins, D. (2011). Community-level effects of individual and peer risk and protective factors on adolescent substance use. Journal of Community Psychology, 39(4), 478-498.
  • Fagan, A. A., Horn, M. L. V., Hawkins, J. D., & Arthur, M. (2007). Using community and family risk and protective factors for community-based prevention planning. Journal of Community Psychology, 35(4), 535-555.
  • Calkins, S. D. (2009). Psychobiological models of adolescent risk: Implications for prevention and intervention. Developmental Psychobiology, 213-215.
  • Schulenberg, J. E., & Maggs, J. L. (2008). Destiny matters: Distal developmental influences on adult alcohol use and abuse. Addiction, 103(Suppl. 1), 1-6.
  • Williams, J. H., Ayers, C. D., & Arthur, M. W. (1997). Risk and protective factors in the development of delinquency and conduct disorder. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (pp. 140-170). Washington, DC: NASW Press.
  • Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. D., & Hill, K .G. (1999). Preventing adolescent health risk behaviors by strengthening protection during childhood. Archives of Pediatric and Adolescent Medicine, 153(3), 226-234.
  • Johnston, L.D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2011). Monitoring the Future national results on adolescent drug use: Overview of key findings, 2010. Ann Arbor: Institute for Social Research, The University of Michigan.

Survey Instruments

The 2010 survey instrument is not publicly available. Please contact Michael Arthur at marthur@u.washinton.edu for information about this survey.

 

The Consortium on Chicago School Research Survey of Chicago Public Schools

Constructs
  • Students - Academic Engagement, Academic Press, Peer Support for Academic Achievement, Teacher Personal Attention, School-Wide Future Orientation, Student Sense of Belonging, Safety, Incidence of Disciplinary Action, Student-Teacher Trust, Teacher Personal Support, Student Classroom Behavior
  • Staff - Teacher-Principal Trust, Collective Responsibility, Teacher-Teacher Trust, School Commitment, Student Responsibility, Disorder and Crime, Teacher-Parent Interaction, Teacher-Parent Trust, Principal Instructional Leadership, Teacher Influence in Policy

Respondents

Students, Staff

Reports
  • Consortium on Chicago School Research. (n.d.) 2007 Consortium Survey Measures. Chicago: Author. Available online at http://ccsr.uchicago.edu/surveymeasures2007/
  • Consortium on Chicago School Research. (n.d.) A Primer on Rasch Analysis. Chicago: Author. Available online at http://ccsr.uchicago.edu/downloads/9585ccsr_rasch_analysis_primer.pdf
  • Consortium on Chicago School Research. (n.d.) Alignment of the Five Fundamentals for School Success with Other Research. Chicago: Author. Available online at http://www.stratplan.cps.k12.il.us/pdfs/5_fundamentals/research_alignment-6-4-07.pdf
  • Consortium on Chicago School Research. (n.d.) Dimensions of the Five Fundamentals for School Success. Chicago: Author.
  • Montgomery, N. (2010). CCSR 5 Essentials Survey -2007 Scoring Sample. Unpublished.

Survey Instruments

Student surveys are available at http://ccsr.uchicago.edu/downloads/17242009_my_voice__9th-11th_student_codebook_.pdf and http://ccsr.uchicago.edu/downloads/23532009_my_voice_senior_student_codebook.pdf. Staff survey is available at http://ccsr.uchicago.edu/downloads/2009/HS_Teacher_Survey09Cdbk_8-6.pdf. Please note that the student and staff surveys are currently being updated and are copyrighted. Please contact Nick Montgomery at nmontgomery@uchicago.edu for additional information on these surveys.

 

Culture of Excellence & Ethics Assessment

Constructs
  • Students - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students
  • Faculty/Staff - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students, Leadership Practices, Faculty Beliefs & Behaviors, Home-School Communication & Support
  • Parents - Perception of School Culture, School Engaging Parents, Parents Engaging with School, Learning at Home/ Promoting Excellence, Parenting/Promoting Ethics

Respondents

Students, Faculty/Staff, Parents

Reports

Survey Instruments

These survey instruments can be used free of charge, subject to the conditions of the User Agreement, and can be found at: http://excellenceandethics.com/assess/ceea.php. Please contact Vlad Khmelkov at vkhmelkov@excellenceandethics.com for additional information.

 

Effective School Battery

Constructs
  • Students - Safety, Respect for Students, Planning and Action, Fairness of Rules, Clarity of Rules, Student Influence
  • Teachers - Safety, Morale, Planning and Action, Smooth Administration, Resources for Instruction, Good Race Relations, Parent and Community Involvement, Student Influence, Avoidance of Grades as Sanction

Respondents

Students, Teachers

Reports
  • Gottfredson, G. D. (1999) The Effective School Battery User’s Manual. Marriottsville, MD: Gottfredson Associates, Inc. Available online at http://www.gottfredson.com/forms/ESBMan.pdf.
  • Gottfredson, G.D. (n.d.) Selected Research Related to the Effective School Battery. Unpublished.

Survey Instruments

Additional information and order forms for these survey instruments can be found at: http://www.education.umd.edu/EDCP/schoolassess/Tools/ESB/ESB.html. Please contact Eva Yui at climate-assess@umd.edu for additional information.

 

Perceived School Experiences Scale

Constructs

Academic Motivation, Academic Press, School Connectedness

Respondents

Students

Reports
  • Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale. Unpublished.
  • Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale – Response Memo. Unpublished.

Survey Instruments

There is no charge for using this survey. Please contact Dawn Anderson-Butcher at anderson-butcher.1@osu.edu for additional information.

 

Pride Learning Environment Survey

Constructs

School climate; teacher and student respect; student discipline; school safety; teacher to student relationships; teacher collaboration; student engagement; student encouragement; frequency of substance use; effect of alcohol, tobacco, and other drugs; age of first substance use; perceived harmful effects of alcohol, tobacco, and other drugs; parents’ feelings towards alcohol, tobacco, and other drugs; place of substance use; time of substance use; violence; bullying

Respondents

Students

Reports
  • Hall, D. (2011). Documentation Report for OSDFS-TES-LES. Unpublished.
  • Hall, D. (2011). Learning Environment Survey Theoretical Framework. Unpublished.
  • International Survey Associates. (2010). LES Item Dictionary. Unpublished.
  • Hall, D. (2011). Analytic Strategies Employed for Pride Surveys Learning Environment Surveys. Unpublished.
  • Hall, D. (2011). Factor Analysis Results 2011. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at:
http://www.pridesurveys.com/Order/info.html.

 

Pride Teaching Environment Survey

Constructs

Like Teaching, Like Administrators – My School, Like Administrators – Instructional Leadership, Effective Teaching, Teacher Evaluation, Principal Support, Teacher Respect, Participatory Decision-making, Staff Collegiality, Desired Involvement in Improving Teaching Practices, Current Involvement in School Policies and Practices, Desired Involvement in Teaching Practice Policies, Student Discipline, Student Conduct Rules/Policies, Teacher Stress, Classroom Support, Teacher Attitude, Interpersonal Relationships, Student Engagement, Teacher Pay, Facilities and Resources, Teacher Workload

Respondents

Faculty

Reports
  • Hall, D. (2011) Documentation Report for OSHS – TES – LES. Unpublished.
  • Hall, D. (2011). Teaching Environment Survey (TES) Theoretical Framework. Unpublished.
  • Hall, D. (2011). Analytic Strategies Employed for Pride Survey’s TES Survey Effort. Unpublished.
  • Hall, D. (2010). TES Factor Analysis Results – Summary. Unpublished.
  • International Survey Associates, LLC. (2010). TES Item Dictionary. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at:
http://www.pridesurveys.com/Order/info.html.

 

Search Institute Creating a Great Place to Learn Survey

Constructs
  • Students - Caring and Fair Staff, Parental Support and Achievement Values, Student Voice, Safety, Classroom Order, Peer Academic Influence, Academic Expectations, Active Learning, Sense of Belonging, Motivation
  • Staff - Student-Staff Relationships, Staff Collective Efficacy, School-Community Relations, Staff Collegiality, Parental Involvement, Administrative Leadership, Academic Expectations, Students' Commitment to Learning, Safety, Classroom Order, Student Voice, Fairness and Consistency of Policies and Practices, Support for Instructional Improvement, Resource Adequacy, Commitment

Respondents

Students, Staff

Reports
  • Search Institute. (2006). Search Institute's Creating a Great Place to Learn Survey: A Survey of School Climate, Technical Manual. Minneapolis: Author. Available online at http://www.search institute.org/system/files/School+Climate--Tech+Manual.pdf
  • Scales, P.S. (2011) Preparation of Dataset for Analysis. Unpublished memo.

Survey Instruments

These survey instruments are not publicly available. Please contact the Search Institute for additional information at http://www.search-institute.org/survey-services.

 

Secondary Classroom Climate Assessment Instrument

Constructs

Discipline environment, Student interactions, Learning assessment, Attitude and culture

Respondents

Students, Staff

Reports
  • Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate.
  • Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website).
  • Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.

Survey Instruments

Survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the CCAI.

 

Secondary School Climate Assessment Instrument

Constructs
  • Students: Physical appearance of the school, Student interactions, Discipline environment, Learning/assessment, Attitude and culture, Community relations
  • Faculty: Physical appearance of the school, Faculty relations, Student interactions, Leadership decisions, Discipline environment, Learning/ assessment, Attitude and culture, Community Relations

Respondents

Students, Faculty, Parents

Reports
  • Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate.
  • Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website).
  • Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.

Survey Instruments

This survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the SCAI.