Preliminary development of the Brief–California School Climate Survey: dimensionality and measurement invariance across teachers and administrators

You, Sukkyung; O’Malley, Meagan D.; Furlong, Michael J.

doi:10.1080/09243453.2013.784199

Cited by 22 publications

(22 citation statements)

References 43 publications

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“…As predicted by previous research on school climate, more positive climate conditions were associated with lower perceived incidents of bullying and harassment (Nansel et al, 2001;You et al, 2014), and less observations of needed improvement within schools. However, the current study was not able to imply causation between the implementation of DASA and these factors.…”

Section: Implications For Policy and Practicesupporting

confidence: 74%

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Cosgrove

Nickerson

2015

Educational Policy

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In this cross-sectional study, we examined a matched sample of 924 educators' perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York's anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates predicted educator perceptions of (a) less severe bullying and harassment, (b) positive school climate, and (c) less need for improvement in school anti-bullying practices. The relations did not differ before and after the implementation of DASA, suggesting that implementing practices aligned with the legislation was associated with positive outcomes, although the relations may not be due to the mandate itself.

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Section: Implications For Policy and Practicesupporting

confidence: 74%

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Cosgrove

Nickerson

2015

Educational Policy

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“…Districts receiving certain federal grants are required to implement the CHKS every 2 years; other districts do so voluntarily . Both the CHKS and CSCS have been shown to be reliable and valid for measuring school climate, having been used to measure progress among the California high schools participating in the federal Safe and Supportive Schools Program and districts working with the California Office to Reform Education to develop school climate accountability measures under a No Child Left Behind waiver…”

Section: Methodsmentioning

confidence: 99%

“…Collecting perspectives from different school actors is widely recognized as an important component of a comprehensive assessment of school climate . However, relatively few studies have considered if and how perspectives on school climate vary among student, staff, and administrative data sources . The limited number of studies examining agreement between student and school staff perspectives show mixed results, with some studies demonstrating concordance, while others show discrepancies .…”

Section: Domains and Measures Of School Climatementioning

confidence: 99%

Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

Gase

Gomez²,

Kuo

et al. 2017

Journal of School Health

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BACKGROUND School climate is an integral part of a comprehensive approach to improving the wellbeing of students; however, little is known about the relationships between its different domains and measures. This study examined the relationships between student, staff, and administrative measures of school climate in order to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014–2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and five outcomes of student wellbeing: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multi-dimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety.

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“…It measures two major constructs: relational supports and organizational supports. For more information, see You et al (2012) or http://cscs.wested.org/faqs_outside_ca.…”

Section: Methodsmentioning

confidence: 99%

Measuring School Climate for Gauging Principal Performance: A Review of the Validity and Reliability of Publicly Accessible Measures

Clifford¹,

Menon²,

Gangi³

et al. 2012

PsycEXTRA Dataset

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Preliminary development of the Brief–California School Climate Survey: dimensionality and measurement invariance across teachers and administrators

Cited by 22 publications

References 43 publications

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

Measuring School Climate for Gauging Principal Performance: A Review of the Validity and Reliability of Publicly Accessible Measures

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