A multilevel model of the association between school climate and racial differences in academic outcomes

2021 ◽  
Author(s):  
Tiffany M. Jones ◽  
Charles Fleming ◽  
Keyword(s):  
School Climate ◽  
Racial Differences ◽  
Academic Outcomes ◽  
Multilevel Model

The Effects of Child Protective Services and Juvenile Justice System Involvement on Academic Outcomes: Gender and Racial Differences

2019 ◽  
Vol 53 (1) ◽  
pp. 131-152 ◽  
Author(s):  
Susan Yoon ◽  
Camille R. Quinn ◽  
Karla Shockley McCarthy ◽  
Angela A. Robertson
Keyword(s):  
Juvenile Justice ◽  
Racial Differences ◽  
Academic Outcomes ◽  
Justice System ◽  
Juvenile Justice System ◽  
Child Protective Services ◽  
Protective Services ◽  
Chronic Absenteeism ◽  
System Involvement ◽  
Grade Failure

The primary aim of this study was to examine gender and racial differences in the association between system involvement types (i.e., child protective services [CPS] only, juvenile justice system only, and dual involvement) and academic outcomes (i.e., grade failure, chronic absenteeism). This study used records from a linked database of public youth-serving institutional records within a county’s youth court, law enforcement agencies, and CPS. Multivariate logistic regression analyses were performed. The impact of systems involvement on academic outcomes was most salient among Black males, while none of the system involvement types were associated with chronic absenteeism or grade failure among White males. Findings highlight the need for the development of intervention strategies to address educational needs of youth involved in the CPS and juvenile justice systems, with a heightened attention to Black and male youth, to improve their attendance and academic performance.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports

2012 ◽  
Vol 12 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Joseph G. Kosciw ◽  
Neal A. Palmer ◽  
Ryan M. Kull ◽  
Emily A. Greytak
Keyword(s):  
School Climate ◽  
Academic Outcomes ◽  
Lgbt Youth ◽  
School Supports

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

2017 ◽  
Vol 87 (5) ◽  
pp. 319-328 ◽  
Author(s):  
Lauren N. Gase ◽  
Louis M. Gomez ◽  
Tony Kuo ◽  
Beth A. Glenn ◽  
Moira Inkelas ◽  
...  
Keyword(s):  
School Climate ◽  
Academic Outcomes ◽  
Student Health

Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and limited English proficiency

2018 ◽  
Vol 39 (6) ◽  
pp. 646-662 ◽  
Author(s):  
Steven M. Sanders ◽  
James M. Durbin ◽  
Bart G. Anderson ◽  
Laura M. Fogarty ◽  
Regina J. Giraldo-Garcia ◽  
...  
Keyword(s):  
At Risk ◽  
School Climate ◽  
Students With Disabilities ◽  
School Psychologists ◽  
Academic Outcomes ◽  
Limited English Proficiency ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Positive School Climate

Previous research studies show that a positive school climate is associated with desirable academic outcomes for youth. In the United States, students with disabilities and English language learner (ELL) students are particularly at-risk for poor academic outcomes and therefore more in need of interventions to support their academic development. The present study examined whether school climate has a differential association with academic achievement for these at-risk students compared to their peers, which would suggest that school climate has the effect of reducing or widening achievement gaps based on disability and language. For students at all levels, the main effects of perceived school climate and disability status on mathematics and reading achievement were statistically significant controlling for race/ethnicity, gender, and grade. The results of this study have numerous implications for school psychology practice. Our findings suggest that a positive school climate is associated with higher achievement for all students at all levels in both mathematics and reading, school psychologists should consider school climate improvement as part of their mandate.

The Effect of School Conditions on the Use of Restorative Justice in Schools

2017 ◽  
Vol 16 (2) ◽  
pp. 224-240 ◽  
Author(s):  
Allison Ann Payne ◽  
Kelly Welch
Keyword(s):  
School Climate ◽  
Restorative Justice ◽  
Academic Outcomes ◽  
Justice System ◽  
Student Behavior ◽  
Juvenile Justice System ◽  
School Conditions ◽  
Student Misbehavior ◽  
Nationally Representative ◽  
Restorative Discipline

Previous research has demonstrated beneficial outcomes of using restorative justice techniques, rather than traditional punitive approaches, in response to student misbehavior. As with the use of restorative justice in criminal justice contexts, restorative discipline shifts the focus from punishment and isolation to reconciliation and reintegration. Although the use of restorative justice techniques has decreased student delinquency, resulted in better academic outcomes, and improved school climate, many schools today continue to implement punitive practices to control student behavior. The current research uses data from a nationally representative sample of schools to examine school conditions that influence the use of restorative responses to violence and misbehavior. Identifying the characteristics of a school that affect the likelihood that specific restorative justice techniques will be implemented can reveal opportunities for diminishing disparities, improving outcomes for students, and reducing the odds that students will subsequently become involved in the juvenile justice system.

scholarly journals A Practical Guide to Improving School Climate in High Schools

2019 ◽  
Vol 55 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Janet VanLone ◽  
Jennifer Freeman ◽  
Tamika LaSalle ◽  
Lola Gordon ◽  
Tiffany Polk ◽  
...  
Keyword(s):  
High Schools ◽  
School Climate ◽  
Secondary Schools ◽  
Secondary Students ◽  
Academic Outcomes ◽  
Evidence Based ◽  
School Environments ◽  
Effective Implementation ◽  
Data Practices ◽  
Perceptions Of School

Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

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