Download & Other Tools
Download & Other Tools
- Definition: Percentage of responses by public school staff on the extent to which they agree their school is welcoming to and facilitates parent involvement, by type of school (e.g., in 2015-2017, 35.1% of responses by high school staff in California reported strong agreement that their school welcomed and facilitated parent involvement).
- Data Source: WestEd, California School Staff Survey. California Dept. of Education (Mar. 2019).
- Footnote: Years presented comprise two school years (e.g., 2015-16 and 2016-17 school years are shown as 2015-2017). Data are unweighted. K-12 schools are classified according to the grade levels with greatest enrollment (e.g., schools with more students in the elementary grades than in the middle or high school grades are classified as elementary schools). Students in non-traditional programs are those enrolled in community day schools or continuation education. The notation S refers to data that have been suppressed because (a) there were fewer than 5 respondents in that group, or (b) the sample was too small to be representative. N/A means that data are not available.
Learn More About School Climate
- Measures of School Climate on Kidsdata.org
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On kidsdata.org, student-reported data on school climate include:
- Level of academic motivation: This scale is based on student responses to four questions about being interested in schoolwork and being motivated to do well, understand new things, and do better at school
- Level of school connectedness: This scale is based on student responses to five questions about feeling safe, close to people, and a part of school, being happy at school, and about teachers treating students fairly
- Level of total school supports: This scale is based on student responses to three questions about having caring relationships with adults at school, three questions about having high expectations from adults at school, and three questions about having opportunities for meaningful participation at school
These indicators are derived from the California Healthy Kids Survey (CHKS) and are available by grade level (7, 9, 11, and non-traditional), gender, parent education level, and sexual orientation.State-level CHKS estimates, although derived from the Biennial State CHKS, may differ from data published in Biennial State CHKS reports due to differences in grade-level classification of students in continuation high schools.
Kidsdata.org also provides staff-reported data on the extent to which:- Students at their school are motivated to learn and respect each other's differences
- Adults at their school care about students and believe in student success
- Their school is a supportive and inviting place to learn, motivates students to learn, welcomes and facilitates parent involvement, gives students opportunities to make a difference, and fosters youth resilience or asset promotion
- There is cultural or racial/ethnic tension at their school
These indicators come from the California School Staff Survey (CSSS) and are available for elementary, middle, high, and non-traditional school staff. -
- School Climate
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- Academic Motivation (Student Reported), by Grade Level
- School Connectedness (Student Reported), by Grade Level
- School Supports (Student Reported), by Grade Level
- Caring Relationships with Adults at School (Student Reported), by Grade Level
- High Expectations from Adults at School (Student Reported), by Grade Level
- Meaningful Participation at School (Student Reported), by Grade Level
- Students Who Are Motivated to Learn (Staff Reported)
- School Motivates Students to Learn (Staff Reported)
- School Is a Supportive and Inviting Place to Learn (Staff Reported)
- Adults at School Care About Students (Staff Reported)
- Adults at School Believe in Student Success (Staff Reported)
- School Welcomes and Facilitates Parent Involvement (Staff Reported)
- School Gives Students Opportunities to Make a Difference (Staff Reported)
- School Fosters Youth Resilience or Asset Promotion (Staff Reported)
- Students Respect Each Other’s Differences (Staff Reported)
- Cultural or Racial/Ethnic Tension at School (Staff Reported)
- Bullying and Harassment at School
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- Bullying/Harassment, by Grade Level
- Bias-Related Bullying/Harassment, by Grade Level
- Disability as Reason for Bullying/Harassment, by Grade Level
- Gender as Reason for Bullying/Harassment, by Grade Level
- Race/Ethnicity or National Origin as Reason for Bullying/Harassment, by Grade Level
- Religion as Reason for Bullying/Harassment, by Grade Level
- Sexual Orientation as Reason for Bullying/Harassment, by Grade Level
- Cyberbullying, by Grade Level
- Student Bullying/Harassment Is a Problem at School (Staff Reported)
- Children's Emotional Health
- Disconnected Youth
- Pupil Support Services
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- Number of Pupil Support Service Personnel, by Type of Personnel
- Ratio of Students to Pupil Support Service Personnel, by Type of Personnel
- School Provides Adequate Counseling and Support Services for Students (Staff Reported)
- School Provides Services for Substance Abuse or Other Problems (Staff Reported)
- School Collaborates with Community Organizations to Address Youth Problems (Staff Reported)
- School Attendance and Discipline
- Math Proficiency
- Gang Involvement
- Reading Proficiency
- School Safety
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- Perceptions of School Safety, by Grade Level
- Fear of Being Beaten Up at School, by Grade Level
- Physical Fighting at School, by Grade Level
- Carrying a Gun at School, by Grade Level
- Carrying a Weapon Other Than a Gun at School, by Grade Level
- Perceptions of School Safety for Students (Staff Reported)
- Perceptions of School Safety for Staff (Staff Reported)
- Student Physical Fighting Is a Problem at School (Staff Reported)
- Student Weapons Possession Is a Problem at School (Staff Reported)
- Youth Alcohol, Tobacco, and Other Drug Use
- High School Graduation
- College Eligibility
- Why This Topic Is Important
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When school climate is positive—for example, when students feel safe and connected to school, and when they have caring relationships with adults and meaningful ways to participate—students are more likely to succeed academically and engage in healthy behaviors (1, 2). When schools support students’ social, emotional, and physical needs, behavioral problems can be avoided and academic performance improves (2, 3). Improving school climate also is a promising strategy to narrow achievement gaps between lower and higher income students and among students of different racial/ethnic backgrounds (4). California law now requires school districts to address school climate as part of the Local Control and Accountability Plans (2).For more information on school climate, see kidsdata.org’s Research & Links section.
Sources for this narrative:
1. California Department of Education. (2019). Positive school climate. Retrieved from: https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp
2. Lee, B. (2016). Improving school climate through LCAPs. Fight Crime: Invest in Kids California. Retrieved from: https://www.strongnation.org/articles/165-improving-school-climate-through-lcaps
3. National School Climate Council. (2015). School climate and pro-social educational improvement: Essential goals and processes that support student success for all. Teachers College Record. Retrieved from: https://www.iirp.edu/wp-content/uploads/2015/05/SC-and-Prosocial-Educational-Improvement.pdf
4. Berkowitz, R., et al. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. Retrieved from: https://journals.sagepub.com/stoken/rbtfl/1T3lGnRAnqVJ6/full - How Children Are Faring
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In 2015-2017, an estimated 60% of California 7th graders, 46% of 9th graders, 42% of 11th graders, and 34% of non-traditional students had high levels of school connectedness—meaning they felt safe, close to people, and a part of school, were happy at school, and that teachers treated students fairly. Among racial/ethnic groups with data, estimates of high levels of school connectedness ranged from 36% (African American/black) to 59% (white). Statewide, the percentage of gay, lesbian and bisexual students with high levels of school connectedness was 32%, compared with 51% of straight students, while the share of those with low connectedness (18%) was double that of their straight peers (9%).
Students with higher levels of school connectedness tended to have higher levels of academic motivation in 2015-2017. Among California students in grades 7, 9, 11, and non-traditional programs with high levels of school connectedness, 51% had high levels of academic motivation, compared with 15% of students with low connectedness. Younger children, girls, and students with higher parent education levels also tended to have higher levels of academic motivation in comparison with their counterparts.
Levels of school supports—which reflect student reports about the quality of their relationships with adults at school and their opportunities for meaningful participation—also varied by race/ethnicity and level of parent education; e.g., 28% of Hispanic/Latino students in grades 7, 9, 11, and non-traditional programs statewide were estimated to have high levels of school supports in 2015-2017, compared with 38% of white students, while 25% of students whose parents did not finish high school had high levels of school supports, compared with 38% of students with a parent who completed a college degree.In 2015-2017, 30% of responses by California elementary school staff, 26% of responses by middle school and high school staff, and 39% of responses by staff at non-traditional schools reported that youth development, resilience, or asset promotion was fostered a lot at their school. When asked whether students at their school respect each other's differences, 27% of responses by California elementary school staff reported strong agreement, compared with 14% of responses of middle school, 18% of responses from high school, and 23% of responses from non-traditional staff. - Policy Implications
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A positive school climate—determined by factors such as students feeling safe and connected to school, and having caring relationships with adults and meaningful ways to participate—is linked to higher academic achievement and improved student behavior (1, 2, 3). A positive school climate has the potential to reduce achievement gaps between students of different income levels and racial/ethnic backgrounds (4). Recognizing this as a promising strategy to improve student outcomes, California law requires school districts to address school climate (as well as student engagement, parent involvement, and other priorities) in annual Local Control and Accountability Plans (2). While California districts have made progress in recent years, considerable room for improvement remains (2). Education leaders can continue to strengthen policies and practices that build positive school-family-community partnerships and support students’ social, emotional, and physical needs (3, 5). Students who have become disconnected from school or experience frequent school transitions may need additional support (3, 6).
Policy and practice options that could improve school climate include:- Engaging all school stakeholders—leaders, staff, students, families, and community members—to develop and maintain a shared understanding of positive school climate and how it can be achieved, thereby creating an inclusive, comprehensive, and ongoing approach to school improvement (3, 6)
- Creating environments that foster caring relationships, trust, and open communication among students, teachers, staff, administrators, families, and community partners (3, 6)
- Engaging students in decision-making processes and meaningful activities during and outside of school hours, such as providing opportunities to participate in cooperative learning, class meetings, and service learning projects (3)
- Creating opportunities for families to participate actively in school activities and decision-making processes as part of fostering stronger partnerships with families (3, 6, 7)
- Offering training and coaching to teachers and school staff so that they can effectively support the diverse needs of students, develop meaningful student-staff relationships, promote healthy behavior, and support a whole-child approach to education (3, 5)
- Providing students with opportunities to develop pro-social skills, e.g., problem-solving, relationship-building, self-regulation, and decision-making, along with the support necessary to achieve them; as part of this, incorporating social-emotional learning as an intentional part of classroom instruction (3, 5)
- Implementing school-wide, prevention-oriented discipline policies that are fair, consistent, and promote a positive learning environment; such policies should be based on a tiered system of appropriate responses to misconduct that keep students in school when possible (5, 6)
- Creating clean, appealing physical environments, which can communicate respect to students, foster a sense of community, and reduce violence (6)
- Ensuring that school practices and policies reflect and respond to the diverse cultural norms and values of its students, their families, and the broader community (3, 5, 6)
For more information, visit kidsdata.org’s Research & Links section or see California Safe and Supportive Schools. Also see Policy Implications on kidsdata.org under Bullying and Harassment at School, Pupil Support Services, and School Attendance and Discipline.
Sources for this narrative:
1. California Department of Education. (2019). Positive school climate. Retrieved from: https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp
2. Lee, B. (2016). Improving school climate through LCAPs. Fight Crime: Invest in Kids California. Retrieved from: https://www.strongnation.org/articles/165-improving-school-climate-through-lcaps
3. National School Climate Council. (2015). School climate and pro-social educational improvement: Essential goals and processes that support student success for all. Teachers College Record. Retrieved from: https://www.iirp.edu/wp-content/uploads/2015/05/SC-and-Prosocial-Educational-Improvement.pdf
4. Berkowitz, R., et al. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. Retrieved from: https://journals.sagepub.com/stoken/rbtfl/1T3lGnRAnqVJ6/full
5. Voight, A., et al. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds. WestEd. Retrieved from: https://www.wested.org/resources/a-climate-for-academic-success-how-school-climate-distinguishes-schools-that-are-beating-the-achievement-odds-full-report
6. Morgan, E., et al. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. Council of State Governments Justice Center. Retrieved from: https://csgjusticecenter.org/youth/school-discipline-consensus-report
7. California Department of Education. (2014). Family engagement framework: A tool for California school districts. Retrieved from: https://www.wested.org/resources/family-engagement-framework-a-tool-for-california-school-districts - Research & Links
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- Websites with Related Information
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- Association for Supervision and Curriculum Development (ASCD): School Culture and Climate
- California Dept. of Education: Positive School Climate
- California Education GPS. Alliance for Continuous Improvement.
- California Safe and Supportive Schools. WestEd.
- Centers for Disease Control and Prevention: School Connectedness
- Community Matters
- National Center on Safe Supportive Learning Environments. American Institutes for Research.
- National School Climate Center
- School-Wide Positive Behavioral Interventions and Supports. U.S. Office of Special Education Programs.
- Youth.gov: School Climate. Interagency Working Group on Youth Programs.
- Key Reports and Research
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- 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. (2018). Gay, Lesbian and Straight Education Network (GLSEN) Kosciw, J. G., et al.
- A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. (2017). Review of Educational Research. Berkowitz, R., et al.
- Building Systems of Integrated Student Support: A Policy Brief for Local and State Leaders. (2019). America’s Promise Alliance. Wasser Gish, J.
- California School Climate, Health, and Learning Surveys (CalSCHLS) Reports and Data. WestEd.
- California School Safety Toolkit. (2016). Zellerbach Family Foundation. Campie, P., et al.
- Community Schools: An Evidence-Based Strategy for Equitable School Improvement. (2017). Learning Policy Institute & National Education Policy Center. Oakes, J., et al.
- Educating the Whole Child: Improving School Climate to Support Student Success. (2018). Learning Policy Institute. Darling-Hammond, L., & Cook-Harvey, C. M.
- Family Engagement Framework: A Tool for California School Districts. (2014). California Dept. of Education.
- How Are Middle School Climate and Academic Performance Related Across Schools and Over Time? (2017). National Center for Education Evaluation and Regional Assistance & Regional Educational Laboratory West. Voight, A., & Hanson, T.
- Improving School Climate Through LCAPs. (2016). Fight Crime: Invest in Kids California. Lee, B.
- LGBTQ Youth in California’s Public Schools: Differences Across the State. (2017). Williams Institute. Choi, S. K., et al.
- Navigating Social and Emotional Learning from the Inside Out. (2017). Harvard Graduate School of Education. Jones, S., et al.
- Portrait of Promise: The California Statewide Plan to Promote Health and Mental Health Equity. (2015). California Dept. of Public Health, Office of Health Equity.
- School Climate and Pro-Social Educational Improvement: Essential Goals and Processes that Support Student Success for All. (2015). Teachers College Record. National School Climate Council.
- School Climate Improvement Resource Package. National Center on Safe Supportive Learning Environments.
- School Climate Improvement Toolkit. (2016). WestEd. Caskey, N., et al.
- School Discipline Practices Associated with Adolescent School Connectedness and Engagement. (2019). UCLA Center for Health Policy Research. Babey, S. H., et al.
- County/Regional Reports
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- 2018-19 California County Scorecard of Children's Well-Being. Children Now.
- Live Well San Diego Report Card on Children, Families, and Community, 2019. (2020). San Diego Children’s Initiative. McBrayer, S. L., et al.
- Santa Clara County Children's Data Book. Santa Clara County Office of Education, et al.
- Santa Monica Youth Wellbeing Report Card. Santa Monica Cradle to Career.
- More Data Sources For School Climate
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- California School Climate, Health, and Learning Surveys Public Dashboards. WestEd & California Dept. of Education.
- National Longitudinal Study of Adolescent to Adult Health (Add Health) UNC Carolina Population Center.
- School Climate Survey Compendium. National Center on Safe Supportive Learning Environments.
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