Inequalities in School Climate in California

Autor/inn/en	Jain, Sonia; Cohen, Alison K.; Huang, Kevin; Hanson, Thomas L.; Austin, Gregory
Titel	Inequalities in School Climate in California
Quelle	In: Journal of Educational Administration, 53 (2015) 2, S.237-261 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-07-2013-0075
Schlagwörter	Equal Education; Educational Environment; School Culture; Elementary Secondary Education; Data Analysis; Urban Schools; Rural Schools; Teacher Student Relationship; Low Income Groups; Minority Group Students; Low Achievement; Norms; Teacher Persistence; Disadvantaged Schools; Surveys; California + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Auswertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterdurchschnittliche Leistung; Normwert; Survey; Umfrage; Befragung; Kalifornien
Abstract	Purpose: School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/Methodology/Approach: The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings: Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/Value: The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students' academic progress and teacher retention particularly in historically under-resourced schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01