school climate survey colonial hills elementary school · key findings responses to the survey...

In the following report, Hanover Research provides school-level responses to a survey

administered to students, teachers, and parents in the Worthington City Schools district.

School Climate Survey –

Colonial Hills Elementary School

Prepared for Worthington City Schools

July 2013

Hanover Research | July 2013

© 2013 Hanover Research | District Administration Practice 2

TABLE OF CONTENTS

Executive Summary and Key Findings ............................................................................... 3

Introduction ........................................................................................................................... 3

Key Findings ........................................................................................................................... 3

Section I: Staff Survey ...................................................................................................... 4

Demographics ........................................................................................................................ 5

Teaching Efficacy ................................................................................................................... 7

Academics and Morale .......................................................................................................... 8

Sources of Stress .................................................................................................................. 10

Staff Supports ...................................................................................................................... 11

School Interdependence ...................................................................................................... 14

Perception of School ............................................................................................................ 15

Section II: Parent Survey ................................................................................................ 16

Demographics ...................................................................................................................... 17

Communication and Involvement ....................................................................................... 18

Student Learning .................................................................................................................. 20

School Environment ............................................................................................................. 21

Perception of School ............................................................................................................ 22

Section III: Student Survey ............................................................................................. 23

Demographics ...................................................................................................................... 24

School Connections and Experiences .................................................................................. 25

Student Support ................................................................................................................... 26

Expectations Learning and Activities ................................................................................... 26

Parents and Relationships ................................................................................................... 28

Activities and the Future...................................................................................................... 30



EXECUTIVE SUMMARY AND KEY FINDINGS

INTRODUCTION

The following report presents school-level findings of a school climate survey administered to staff, parents, and students associated with Colonial Hills Elementary School. The survey addressed themes related to the school climate, including instructional quality, student relationships with teachers and each other, the impact of home life on student learning, and communication with parents. The survey received 18 staff responses, 31 parent responses, and 165 responses from students in grades 3-6 at Colonial Hills Elementary.

KEY FINDINGS

Responses to the survey reveal that teachers, students, and parents think positively of the climate at Colonial Hills Elementary School. Parents and teachers agreed that the school is caring of both students and their families. Parents and teachers also agreed that the school encourages and values parental involvement.

The academic environment at Colonial Hills is relatively strong. Parents, students, and teachers agreed that there are high expectations for students learning, and parents agreed that their children receive the necessary support to succeed academically. Staff respondents overwhelmingly reported that teachers have the skills to improve student learning, but that not all teachers have the necessary skills to manage student behavior and get through to the most difficult students. The school communicates effectively with parents about their children and teachers encourage a dialogue with parents about student academic performance and goals.

Both student and staff respondents reported feeling supported in their school. Students reported positive relationships with teachers and other students. Student respondents also agreed that their parents ask about schoolwork and encourage homework completion. Teachers feel comfortable asking for help and indicated that they receive support from colleagues and school leaders. While staff members recognize the efforts that the school has made to support teachers, they also note that staff members encounter many stressors and that morale is not particularly high.

Colonial Hills values community partnerships. School leadership encourages staff members to connect with local organizations, and most staff members consider relationships with these community organizations to be central to student success.

Student behavior may be a matter of concern. Many students report that they have been in fights, gotten in trouble in class, failed to complete homework assignments, or have been a victim of bullying. Student mental health and behavioral issues are a primary source of stress for teachers.



SECTION I: STAFF SURVEY The following section addresses staff responses to the school climate survey. Staff addressed the instructional environment, student abilities and motivation, and stressors and support. Staff reflected somewhat positively on teacher ability at the school. Their responses indicated that the school often sets high academic standards for all students (Figure 1.7) and that teachers possess the skills necessary to produce meaningful learning (Figure 1.6). According to staff ratings, teachers are able to identify early signs of risk among students and readily address those needs (Figure 1.13). Staff overwhelmingly did not agree that teachers give up on students who do not want to learn (Figure 1.6). However, staff offered mixed opinions as to whether teachers have the skills to adequately manage disciplinary problems and get through to the most difficult students (Figure 1.6). Staff reported positive opinions of the student body. According to staff responses, students believe they can achieve the goals that have been set for them (Figure 1.7) and come to school ready to learn (Figure 1.6). The responding staff indicated that the students receive community-based support for learning (Figure 1.6). Staff reported that the school has a caring environment and encourages parental involvement. They strongly identified the school as a place that cares about students and their families and values the contributions that parents can make (Figure 1.15). Although the school encourages parental involvement, most staff members indicate that a lack of parental support for learning is a source of stress (Figure 1.9). Overall, however, staff agreed that the school is improving despite not being particularly well-regarded (Figure 1.15). Staff indicated that the school values community partnerships. Many staff members indicated that the school leadership encourages relationships with community organizations and would like to see the school do even more to develop these relationships (Figure 1.14). Although many staff members consider their jobs stressful, they also consider themselves well-supported. Overall, most staff qualified their jobs as at least moderately stressful (Figure 1.10). The largest source of stress is student behavior and mental health issues, which 88 percent of respondents described as causing “quite a bit” or “a great deal” of stress for them (Figure 1.9). Class size, a lack of planning time, and accountability pressures were also indicated as sources of stress for more than two-thirds of teachers (Figure 1.9). Although more than 75 percent of staff members reported that they derive satisfaction from their work and look forward to coming to school every day, staff disagreed that morale is high and offered mixed responses as to whether they would recommend working at Colonial Hills. Still, nearly all staff members reported feeling “moderately” or “very” supported (Figure 1.12) and having a close working relationship between teachers, counselors, and other support staff (Figure 1.13).



DEMOGRAPHICS

Figure 1.1: Years of Experience at Current School (n=18)

Figure 1.2: Respondent Role (n=18)

Figure 1.3: Primary Responsibilities in School (n=18)

44%

22%

6%

17%

0%

20%

40%

60%

1-5 years 6-10 years 16-20 years More than 20 years

6%

0%

20%

40%

60%

80%

Certified staff Classified staff

6% 6% 6%

94%

0%

20%

40%

60%

80%

100%

Administrative Support Other Teaching



Figure 1.4: Teaching Assignments (n=18)

Figure 1.5: Grade Levels (n=17)

78%

17%

0%

20%

40%

60%

80%

Regular classroom Other

6%

41%

47%

35%

29%

35%

41%

29%

0%

20%

40%

60%

Pre-K K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6



TEACHING EFFICACY

Figure 1.6: Staff Rate Instructional Environment (n=16-17)

6%

6%

6%

12%

12%

12%

47%

6%

6%

6%

6%

18%

12%

24%

29%

35%

6%

6%

18%

18%

24%

24%

35%

29%

18%

6%

12%

24%

31%

35%

47%

24%

18%

35%

29%

18%

6%

24%

18%

47%

44%

24%

18%

29%

18%

6%

6%

18%

6%

71%

71%

29%

13%

12%

6%

12%

24%

6%

0% 20% 40% 60% 80% 100%

Teachers here don't have the skills needed to produce meaningful learning.

If a child doesn't want to learn, teachers here give up.

Home life provides so many advantages that students here are bound to learn.

These students come to school ready to learn.

Social problems such as drug and alcohol abuse in the community make learning difficult for

students here.

Students here just aren't motivated to learn.

Learning is more difficult at my school because students are worried about their safety.

Teachers at my school do not have the skills to deal with student disciplinary problems.

The opportunities in this community help ensure that these students will learn.

Teachers here are confident they will be able to motivate their students.

Teachers at my school are able to get through to the most difficult students.

Teachers in this school believe that every child can learn.

6: Strongly agree 5 4 3 2 1: Strongly disagree



ACADEMICS AND MORALE

Figure 1.7: Staff Rate Morale (n=16-17)

6%

13%

18%

18%

13%

6%

47%

29%

29%

6%

31%

31%

35%

41%

56%

65%

24%

47%

71%

71%

69%

56%

41%

41%

31%

29%

29%

24%

18%

6%

0% 20% 40% 60% 80% 100%

Students at my school seek extra work so they can get good grades.

Students at my school try hard to improve on their previous work.

Parents at my school exert pressure to maintain high standards.

Parents at my school press for school improvement.

Students at my school respect others who get good grades.

My school recognizes and acknowledges academic achievement.

Students at my school believe they can achieve the goals that have been set for

them.

Decisions in my school always focus on what is best for student learning.

The school day at my school is organized to maximize instructional time with students.

My school sets high standards for academic performance.

Very often occurs Often occurs Sometimes occurs Rarely occurs



Figure 1.8: Staff Rate Agreement with Statements Regarding Morale at School (n=16-17)

6%

6%

12%

6%

12%

12%

24%

29%

35%

41%

6%

24%

24%

35%

35%

35%

47%

41%

41%

35%

56%

35%

53%

18%

18%

29%

6%

12%

6%

6%

6%

12%

25%

35%

12%

29%

35%

24%

24%

18%

18%

18%

0% 20% 40% 60% 80% 100%

Staff morale in my school is high.

Staff at my school are enthusiastic about their jobs.

There is positive energy at my school.

Bullying problems at this school are handled effectively.

I would recommend my school as a good place to work.

There is good team spirit at my school.

Staff at my school take pride in their school.

This school does not have a substance abuse problem.

I look forward to coming to work every day.

I get a lot of satisfaction from my work at my school.

Strongly agree Agree Disagree Strongly disagree Can't decide



SOURCES OF STRESS

Figure 1.9: Staff Rate Stressors (n=15-17)

6%

6%

6%

6%

6%

6%

13%

13%

19%

41%

41%

6%

6%

7%

6%

18%

18%

19%

19%

25%

19%

25%

31%

35%

47%

47%

6%

38%

44%

40%

29%

29%

53%

44%

56%

63%

31%

31%

25%

18%

12%

35%

71%

44%

38%

47%

59%

29%

24%

25%

6%

6%

31%

31%

19%

6%

18%

18%

13%

13%

7%

18%

6%

13%

6%

6%

6%

0% 20% 40% 60% 80% 100%

Poor fit between teacher goals and school administration goals

General lack of support for teaching in the school

Lack of communication between teachers and administrators

Lack of respect by parents

Lack of community support for student learning

Unrealistic parent expectations

Unplanned events/crises that come up during the day

Lack of training in managing student mental/behavioral health issues

Parent mental/behavioral health issues

Lack of respect by students

Lack of parent support for student learning

Limited opportunities to communicate with other teachers

Accountability pressures

Not enough planning time

Class size

Student mental/behavioral health issues

A great deal Quite a bit Some Very little None



Figure 1.10: Staff Rate Overall Stressfulness of Job (n=16)

STAFF SUPPORTS

Figure 1.11: Staff Rate Amount of Positive Support from Sources (n=17)

0%

19%

38%

31%

13%

0%

20%

40%

Not at all stressful Mildly stressful Moderately stressful Very stressful Extremely stressful

6%

6%

6%

12%

18%

24%

41%

6%

24%

24%

35%

29%

29%

35%

47%

29%

29%

35%

65%

24%

59%

53%

29%

12%

35%

41%

29%

6%

18%

12%

35%

18%

12%

18%

0% 20% 40% 60% 80% 100%

Professional organizations

District leadership

Union

Students

Professional literature

The school community

Parents

School building leaders

My colleagues

A great deal Quite a bit Some Very little None



Figure 1.12: Staff Rate Overall Amount of Support Received (n=17)

0%

53%

41%

6% 0%

0%

20%

40%

60%

Extremely supported

Very supported Moderately supported

Supported a little Not at all supported



Figure 1.13: Staff Rate Student Support in School (n=16-17)

18%

6%

18%

12%

35%

18%

29%

38%

12%

18%

29%

35%

41%

29%

53%

41%

38%

12%

24%

24%

18%

18%

18%

12%

6%

35%

35%

35%

41%

29%

18%

12%

18%

19%

41%

6%

6%

6%

0% 20% 40% 60% 80% 100%

Teachers and staff at my school worry that asking for help from others is indicative that they

are not doing their job well.

Student learning problems are identified early and acted upon at my school.

Teachers and staff at my school only intervene with students when problems are severe and

escalated.

Students in need of extra learning supports at my school are able to get them.

There is a system in place at my school where teachers and staff can refer students and

families who are in need of additional learning supports.

Teachers and staff at my school intervene when they identify early signs of risk among students.

Teachers and staff at my school effectively refer students and families to support staff and other

helping professionals when needed.

Teachers and staff at my school know how to assess early signs of risk among students.

Teachers and staff work closely with school counselors, secretaries, and other support staff

at my school.

Almost always Frequently As often as not Sometimes Almost never



SCHOOL INTERDEPENDENCE

Figure 1.14: Staff Rate Collaboration and Community within District (n=17)

18%

6%

24%

24%

29%

24%

29%

12%

24%

6%

24%

18%

24%

29%

29%

47%

24%

29%

24%

24%

29%

35%

18%

24%

24%

24%

29%

12%

6%

6%

24%

6%

0% 20% 40% 60% 80% 100%

There are many community programs that could use my school's resources to address

important community issues.

My school could do more to develop productive collaborative relationships with

other community programs.

Leaders at my school continually stress the need for employees to work collaboratively

with other organizations.

There is broad opinion in this community that my school and community partners should work together to address student

achievement.

Leaders at my school are highly committed to collaborative partnerships with other

community programs.

Employees at my school are highly committed to collaborative partnerships with

other community programs.

My school needs collaborative partnerships to be truly effective in meeting its goals.

6: Strongly agree 5 4 3 2 1: Strongly disagree



PERCEPTION OF SCHOOL

The following figure presents respondent ratings of their perception of the school. The question was presented on a scale of one to seven, where one represents the most positive outlook and seven the most negative. For example, “My school is fair” and “My school is unfair” were two opposite ends, shortened to “School is fair/ Unfair” in the figure below.

Figure 1.15: Rating Perception of School (n=15-16)

13%

19%

25%

25%

13%

19%

19%

19%

25%

31%

31%

13%

13%

25%

38%

56%

50%

56%

63%

56%

50%

50%

38%

44%

25%

25%

6%

25%

6%

13%

13%

13%

19%

13%

13%

6%

19%

6%

13%

6%

6%

6%

6%

19%

6%

13%

6%

6%

6%

6%

6%

6%

0% 20% 40% 60% 80% 100%

School well-regarded - Poorly regarded

Exciting place - Boring place

School is positive in life - Negative in my life

School is friendly - Unfriendly

School helps all - helps some groups

School is supportive - Not supportive

Safe - Dangerous

Fair - Unfair

Enourages involvement-Discourages involvement

School welcomes parents-Keeps parents out

School values parents ideas - School ignores parents ideas

1 2 3 4 5 6 7



SECTION II: PARENT SURVEY The following section addresses parent responses to the school climate survey. Parents responded to questions and statements regarding communication with teachers and the school, their perceptions of the school’s characteristics, and their involvement with the school. Colonial Hills Elementary parents offered very favorable responses to the school. They largely agreed that the school cares about students and that the environment there is friendly, supportive, and welcoming (Figure 2.8). Further, parents generally agreed that teachers hold high expectations for their children and students receive the necessary academic support to progress through the challenging curriculum (Figure 2.6). Most respondents categorized the school as a friendly environment for students, parents, and families and indicated that the school is a safe place to learn (Figure 2.7). Communications with parents are effective and frequent. Parents agreed that communication is two-way, with teachers asking them about their child’s talents and strengths (Figure 2.6) and requesting to meet face to face annually to discuss their child’s progress (Figure 2.4). They agreed that Colonial Hills stays in contact with parents and that these communications are easy to understand (Figure 2.4). Parents reported that their questions and concerns are addressed in a timely manner by all school personnel (Figure 2.4). While parents agreed that they receive information to support their child’s learning, they offered mixed responses as to whether they received information regarding child development and health and nutrition (Figure 2.4). Parents reported that they feel welcome to participate at the school. Respondents agreed that there are many ways to be involved and that they are invited to participate in the planning process for activities and school decisions (Figure 2.5). Nearly 90 percent agreed that their involvement in their child’s education is appreciated (Figure 2.7).



DEMOGRAPHICS

Figure 2.1: Child Grade Level (n=31)

Figure 2.2: Respondent Race (n=30)

Figure 2.3: Respondent Gender (n=30)

3% 0%

6%

29%

16%

32%

13%

0%

20%

40%

K 1 2 3 4 5 6

10% 3%

87%

0%

20%

40%

60%

80%

100%

African American Other White

80%

20%

0%

20%

40%

60%

80%

100%

Female Male



COMMUNICATION AND INVOLVEMENT

Figure 2.4: Parents Rate Communication from School (n=30)

23%

20%

30%

23%

27%

43%

50%

50%

73%

13%

23%

30%

50%

50%

37%

37%

37%

23%

30%

17%

20%

13%

17%

7%

10%

27%

37%

13%

10%

7%

7%

7%

7%

0% 20% 40% 60% 80% 100%

I receive information on health and nutrition.

I receive information on child development.

I receive regular updates from the teacher on my child's progress.

I receive information on what I can do at home to help my child improve or advance his/her

learning.

I receive information on what my child should learn and be able to do in each grade in school.

If I have a question, concern, or comment about my child, the teacher, principal, or guidance

counselor gets back to me right away.

When my child's school communicates with me, it is easy for me to read or understand.

My child's school is very good about staying in touch with me (letters, phone calls, emails, etc).

My child's teacher asks to meet with me face to face at least once a year to talk about how my

child is doing.

Strongly agree Agree Neutral Disagree Strongly disagree Don't know/ Not applicable



Figure 2.5: Parents Rate Involvement with School (n=28-30)

23%

21%

27%

39%

43%

47%

30%

36%

33%

32%

43%

47%

17%

21%

7%

14%

10%

7%

17%

7%

7%

7%

10%

11%

27%

7%

0% 20% 40% 60% 80% 100%

I am given information about community services that help with families' needs (for

example, adult education, job, health, mental health, utilities).

I can be involved in school improvement planning and decision making at my child's

school.

When I volunteer at the school, I am given training, if needed, and resources to do my

task well.

I am invited to help plan family involvement activities.

I am invited to meetings so I can learn about what is going on in the school (for example,

issues or policies).

There are many different ways I can be involved with the school, either at the school

building, at home, or in the community.




STUDENT LEARNING

Figure 2.6: Parents Rate Student Learning (n=29-30)

27%

23%

30%

34%

33%

40%

33%

30%

40%

37%

34%

43%

37%

53%

27%

30%

13%

24%

13%

17%

13%

13%

7%

7%

10%

7%

0% 20% 40% 60% 80% 100%

I am given information about services to support my child's learning and behavior needs and enhance his or her talents (for example, tutoring, mentoring, campus,

career exploration).

I believe my child is challenged by the school's academic curriculum.

I am asked what my goals are for my child's learning and/or what classes or programs my

child should take.

My child's teacher(s) adjust their teaching styles to meet my child's learning needs.

My child receives the academic support needed to meet his/her individual needs.

I am asked about my child's talents and strengths.

My child's teacher(s) hold high expectations for my child.




SCHOOL ENVIRONMENT

Figure 2.7: Parents Rate School Environment (n=30)

23%

27%

43%

53%

57%

47%

60%

30%

30%

40%

33%

30%

40%

33%

20%

17%

13%

7%

13%

7%

7%

7%

7%

7%

10% 10%

27%

0% 20% 40% 60% 80% 100%

Bullying problems at this school are handled effectively.

This school does not have a substance abuse problem.

The school helps my child feel comfortable as he/she moves from one grade to the next.

My child's school respects all cultures and diversity.

My child's school is a friendly environment for students, parents, and families.

My involvement in my child's education is valued at my school.

My child's school is a safe place to learn.




PERCEPTION OF SCHOOL

The following figure presents respondent ratings of their perception of the school. The question was presented on a scale of one to seven, where one represents the most positive outlook and seven the most negative. For example, “My school is fair” and “My school is unfair” were two opposite ends, shortened to “School is fair/ Unfair” in the figure below.

Figure 2.8: Parents Rate Perceptions of School (n=29-30)

31%

40%

40%

53%

30%

40%

53%

43%

50%

40%

47%

40%

63%

33%

59%

38%

30%

30%

20%

43%

33%

23%

33%

27%

37%

30%

37%

17%

50%

28%

7%

13%

13%

20%

13%

13%

10%

10%

13%

13%

17%

7%

13%

10%

10%

14%

13%

10%

10%

10%

10%

10%

7%

13%

7%

7%

7%

7%

0% 20% 40% 60% 80% 100%

School helps all - helps some groups

Exciting place - Boring place

Schol is improving - getting worse

School welcomes parents-Keeps parents out

School well-regarded - Poorly regarded

Fair - Unfair

School is supportive - Not supportive

School cares about families - Doesn't care

Enourages involvement-Discourages involvement

High expectations - Low expectations

School is positive in life - Negative in my life

School values parents ideas - School ignores parents ideas

School is friendly - Unfriendly

Safe - Dangerous

Cares about students - Doesn't care

1 2 3 4 5 6 7



SECTION III: STUDENT SURVEY This section addresses student responses to the school climate survey. Students answered questions about their perception of their own abilities, their relationships with teachers and other students, and the support they receive at home. Students reflected very positively on their relationships with their teachers. They agreed that that they trust their teachers and have good relationships with them (Figure 3.4). They reported feeling that their teachers care about them (Figure 3.5) and that teachers would notice if they were not in school (Figure 3.6). Nearly all students agreed they would go to a teacher for help if they needed it (Figure 3.6). Students receive support for their learning in their home lives. All respondents agreed that their parents want them to learn a lot (Figure 3.7), and most students reported that their parents push them to work hard in school (Figure 3.10). Approximately 90 percent of students reported that their parents ask them about their homework and talk to them about what they do in school, and 77 percent receive help from their parents on homework (Figure 3.10). Nearly all students agreed that their family members have a good outlook about their futures (Figure 3.13). While parents support their child’s schoolwork, a portion of students reported that their parents do not come to their school (Figure 3.10). Respondents revealed that nearly all students have positive relationships with their peers. Students offered ratings describing themselves as a good friend, and that they care about and respect others and their feelings (Figure 3.11). Over 90 percent of responding students indicated that they feel proud to be at their school (Figure 3.4). Responding students indicated that they are confident in their academic and social abilities. Most students never have issues reading or writing (Figure 3.8), and almost 90 percent agreed that they are good at math and reading (Figure 3.5). Approximately 90 percent also agreed that they are good at making friends (Figure 3.11). Students reported some behavioral issues. Half of students reported that they have been bullied (Figure 3.12), and 21 percent disagreed that the school handles bullying problems effectively (Figure 3.7). More than one-third of students reported that they have been in a fight (Figure 3.12) and that it is sometimes hard to control their behavior (Figure 3.8).



DEMOGRAPHICS

Figure 3.1: Student Gender (n=163)

Figure 3.2: Student Race (n=156)

Figure 3.3: Student Grade Level (n=164)

53% 47%

0%

20%

40%

60%

Boy Girl

17%

6% 8% 3%

11%

55%

0%

20%

40%

60%

African American Hispanic Multiracial Native American Other White

22%

29% 30%

19%

0%

20%

40%

3rd grade 4th grade 5th grade 6th grade



SCHOOL CONNECTIONS AND EXPERIENCES

Figure 3.4: Students Rate Feelings about School (n=163-165)

Figure 3.5: Students Rate Effort and Engagement (n=160-164)

29%

53%

65%

48%

57%

52%

33%

26%

45%

37%

10%

7%

6%

5%

9%

6%

0% 20% 40% 60% 80% 100%

I enjoy coming to school.

I feel I belong at my school.

I am proud to be at my school.

I have good relationships with my teachers.

I trust teachers at my school.

YES! yes no NO!

49%

60%

73%

57%

76%

41%

32%

23%

39%

22%

7%

6%

0% 20% 40% 60% 80% 100%

I am good in math.

I am a good reader.

My teacher cares about me.

I work my hardest every day at school.

I know I can get good grades.

YES! yes no NO!



STUDENT SUPPORT

Figure 3.6: Students Identify Sources of Support (n=164-165)

EXPECTATIONS LEARNING AND ACTIVITIES

Figure 3.7: Students Rate Expectations (n=154-161)

36%

42%

54%

66%

42%

48%

37%

30%

18%

6%

8%

0% 20% 40% 60% 80% 100%

When I have a problem, I get help from my teacher.

I would go to my teacher for help if I needed it.

When I have a problem, I get help from my family.

My teacher would notice if I was not in school.

YES! yes no NO!

21%

58%

47%

48%

90%

84%

94%

47%

17%

32%

42%

8%

14%

6%

19%

8%

10%

7%

13%

17%

11%

0% 20% 40% 60% 80% 100%

Students who get good grades at my school are cool.

My school does not have a substance abuse problem.

Bullying problems at my school are handled effectively.

Students at my school try hard to get good grades.

My teacher wants me to learn a lot.

My school wants me to learn a lot.

My parents want me to learn a lot.

YES! yes no NO!



Figure 3.8: Students Rate Behavior and Capabilities (n=156-162)

Figure 3.9: Students Report Engagement in Extra-Curricular Activities (n=156-163)

5%

14%

5%

10%

30%

9%

7%

6%

22%

31%

28%

35%

60%

88%

81%

75%

64%

62%

34%

31%

0% 20% 40% 60% 80% 100%

Are you absent a lot because you have to help your family?

Has your school called home because you were in trouble for your behavior?

Is it hard for you to read or write?

Is it hard for you to control your behavior?

Is it hard for you to come to school or stay at school for the whole day?

Have you ever gotten in trouble in class?

Is your school work too hard?

Yes Sometimes No

15%

17%

21%

50%

55%

8%

10%

12%

13%

19%

77%

73%

67%

37%

26%

0% 20% 40% 60% 80% 100%

I am in a youth program (4-H, Boys and Girls Club).

I am in dance or theatre group or class.

I am in a youth group at church.

I play a musical instrument.

I play on sports teams.

Yes Sometimes No



PARENTS AND RELATIONSHIPS

Figure 3.10: Students Rate Relationship with Parents (n=156-163)

21%

38%

50%

39%

54%

61%

74%

71%

40%

30%

26%

38%

33%

28%

21%

24%

27%

15%

13%

11%

10%

8%

11%

18%

11%

12%

0% 20% 40% 60% 80% 100%

My parents visit my school.

My parents go to meetings at my school.

My parents talk to me about my life.

My parents help me with my homework.

My parents talk to me about what I do in school.

My parents ask me about my homework.

My parents make me follow rules when I am at home.

My parents push me to work hard in school.

YES! yes no NO!



Figure 3.11: Students Rate Relationships with Other People (n=160-165)

54%

52%

48%

64%

50%

64%

56%

59%

69%

58%

78%

33%

35%

44%

29%

46%

34%

42%

40%

30%

43%

22%

8%

9%

6%

6%

5%

0% 20% 40% 60% 80% 100%

I ask others if I can help them.

I control my temper.

I cooperate with others.

I am good at making friends.

I get along with others.

I care about other people's feelings.

I help other people.

I am responsible.

I care about other people.

I respect others.

I am a good friend.

YES! yes no NO!



ACTIVITIES AND THE FUTURE

Figure 3.12: Students Report Disciplinary Issues (n=159-163)

Figure 3.13: Students Rate their Impressions of Future (n=154-163)

6%

10%

28%

37%

25%

11%

11%

12%

37%

93%

79%

60%

50%

37%

0% 20% 40% 60% 80% 100%

Have you ever been suspended from school?

Have you ever bullied another student?

Have you ever been in a fight?

Have you ever been bullied by someone?

Have you ever not done your homework?

Yes Sometimes No

34%

45%

63%

59%

64%

39%

46%

29%

35%

34%

22%

7%

6%

0% 20% 40% 60% 80% 100%

I always expect that good things will happen to me.

My friends all have a good outlook about their future.

My teachers are a positive influence in how I see my future.

I think things will go very well in my life.

My family members have good outlooks about the future.

YES! yes no NO!



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