Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment
ABSTRACT BACKGROUND School climate has been linked to multiple student behavioral, academic, health, and social‐emotional outcomes. The US Department of Education (USDOE) developed a 3‐factor model of school climate comprised of safety, engagement, and environment. This article examines the factor s...
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| Veröffentlicht in: | The Journal of school health 2014-09, Vol.84 (9), p.593-604 |
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| container_title | The Journal of school health |
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| creator | Bradshaw, Catherine P. Waasdorp, Tracy E. Debnam, Katrina J. Johnson, Sarah Lindstrom |
| description | ABSTRACT
BACKGROUND
School climate has been linked to multiple student behavioral, academic, health, and social‐emotional outcomes. The US Department of Education (USDOE) developed a 3‐factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
METHODS
Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
RESULTS
The results indicated adequate model fit with the theorized 3‐factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School‐level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
CONCLUSIONS
Findings supported the USDOE 3‐factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56‐item measure may be a potentially efficient, yet comprehensive measure of school climate. |
| doi_str_mv | 10.1111/josh.12186 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_1553317212</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A389082989</galeid><ericid>EJ1035615</ericid><sourcerecordid>A389082989</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4856-d430eaed12ef1f9b374a53e01917ed8e6749a2048a4124e33e0e98925685ddc3</originalsourceid><addsrcrecordid>eNp9ks1vEzEQxVcIREPhwh1kCSEh1C0eez-83KKQNvSDHBKJC5Llemc3bjd2sXeB_Pc4JA0SB-ZiaeZn6715TpKXQE8h1odbF1anwEAUj5IRlFmRQl7A42REKWNpxis4Sp6FcEtjlbx8mhyxHKAUVTZKvl2jCoM3tiULvXKuI5POrFWPxFgyM-1q3w4fyZicOT0E4ixZqAb7zQmZ2la1uEbbnxBla9KvMPZ-GO_stvk8edKoLuCL_XmcLM-my8ksvZqff56Mr1KdibxI64xTVFgDwwaa6oaXmco5UqigxFpgUWaVYjQTKgOWIY8jrETF8kLkda35cfJu9-y9d98HDL1cm6Cx65RFNwQJec45lAxYRN_8g966wdsobkuxUhSU5ZFKd1SrOpTGamd7_NVr13XYoozaJ3M55qKigkUhkX-_47V3IXhs5L2PS_QbCVRuI5LbiOSfiCL8ei9huFljfUAfMonA2z2gglZd45XVJvzlRBmdFyJyr3YceqMP4-kFUB7j37qA3fyn6XDzH0nyYr6YPYjbOzchOj7cUf5OFvHr5PLrl3NJLz8Vi2u4lEv-G0zsvY8</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1552786025</pqid></control><display><type>article</type><title>Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment</title><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Bradshaw, Catherine P. ; Waasdorp, Tracy E. ; Debnam, Katrina J. ; Johnson, Sarah Lindstrom</creator><creatorcontrib>Bradshaw, Catherine P. ; Waasdorp, Tracy E. ; Debnam, Katrina J. ; Johnson, Sarah Lindstrom</creatorcontrib><description>ABSTRACT
BACKGROUND
School climate has been linked to multiple student behavioral, academic, health, and social‐emotional outcomes. The US Department of Education (USDOE) developed a 3‐factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
METHODS
Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
RESULTS
The results indicated adequate model fit with the theorized 3‐factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School‐level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
CONCLUSIONS
Findings supported the USDOE 3‐factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56‐item measure may be a potentially efficient, yet comprehensive measure of school climate.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/josh.12186</identifier><identifier>PMID: 25117894</identifier><identifier>CODEN: JSHEA2</identifier><language>eng</language><publisher>Malden, USA: Wiley Periodicals, Inc</publisher><subject>Adolescent ; Adolescent Behavior - ethnology ; Adolescent Behavior - psychology ; Age Differences ; Aggression - psychology ; Aggressiveness (Psychology) ; Biological and medical sciences ; Bullying ; Bullying - psychology ; Correlation ; Drug Use ; Educational Environment ; engagement ; Environment ; Ethnic Groups - statistics & numerical data ; Ethnicity ; Factor Analysis ; Factor Analysis, Statistical ; Factor Structure ; Faculty ; Federal Government ; Female ; Gender Differences ; Health Surveys ; High School Students ; High Schools ; Humans ; Internet ; Interpersonal Relations ; Interprofessional Relations ; Learner Engagement ; Male ; Maryland ; measurement ; Medical sciences ; Miscellaneous ; Nursing ; Parent Participation ; Parent-Child Relations ; Prevention and actions ; Public health. Hygiene ; Public health. Hygiene-occupational medicine ; Safety ; school climate ; School environment ; school improvement ; School Safety ; School Surveys ; Schools ; Schools - statistics & numerical data ; Sex Factors ; Social Support ; Statistical Analysis ; Student Behavior ; Students ; Students - psychology ; Students - statistics & numerical data ; United States</subject><ispartof>The Journal of school health, 2014-09, Vol.84 (9), p.593-604</ispartof><rights>2014, American School Health Association</rights><rights>2015 INIST-CNRS</rights><rights>2014, American School Health Association.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4856-d430eaed12ef1f9b374a53e01917ed8e6749a2048a4124e33e0e98925685ddc3</citedby><cites>FETCH-LOGICAL-c4856-d430eaed12ef1f9b374a53e01917ed8e6749a2048a4124e33e0e98925685ddc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjosh.12186$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjosh.12186$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,30999,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1035615$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=28725668$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25117894$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Bradshaw, Catherine P.</creatorcontrib><creatorcontrib>Waasdorp, Tracy E.</creatorcontrib><creatorcontrib>Debnam, Katrina J.</creatorcontrib><creatorcontrib>Johnson, Sarah Lindstrom</creatorcontrib><title>Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment</title><title>The Journal of school health</title><addtitle>J School Health</addtitle><description>ABSTRACT
BACKGROUND
School climate has been linked to multiple student behavioral, academic, health, and social‐emotional outcomes. The US Department of Education (USDOE) developed a 3‐factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
METHODS
Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
RESULTS
The results indicated adequate model fit with the theorized 3‐factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School‐level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
CONCLUSIONS
Findings supported the USDOE 3‐factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56‐item measure may be a potentially efficient, yet comprehensive measure of school climate.</description><subject>Adolescent</subject><subject>Adolescent Behavior - ethnology</subject><subject>Adolescent Behavior - psychology</subject><subject>Age Differences</subject><subject>Aggression - psychology</subject><subject>Aggressiveness (Psychology)</subject><subject>Biological and medical sciences</subject><subject>Bullying</subject><subject>Bullying - psychology</subject><subject>Correlation</subject><subject>Drug Use</subject><subject>Educational Environment</subject><subject>engagement</subject><subject>Environment</subject><subject>Ethnic Groups - statistics & numerical data</subject><subject>Ethnicity</subject><subject>Factor Analysis</subject><subject>Factor Analysis, Statistical</subject><subject>Factor Structure</subject><subject>Faculty</subject><subject>Federal Government</subject><subject>Female</subject><subject>Gender Differences</subject><subject>Health Surveys</subject><subject>High School Students</subject><subject>High Schools</subject><subject>Humans</subject><subject>Internet</subject><subject>Interpersonal Relations</subject><subject>Interprofessional Relations</subject><subject>Learner Engagement</subject><subject>Male</subject><subject>Maryland</subject><subject>measurement</subject><subject>Medical sciences</subject><subject>Miscellaneous</subject><subject>Nursing</subject><subject>Parent Participation</subject><subject>Parent-Child Relations</subject><subject>Prevention and actions</subject><subject>Public health. Hygiene</subject><subject>Public health. Hygiene-occupational medicine</subject><subject>Safety</subject><subject>school climate</subject><subject>School environment</subject><subject>school improvement</subject><subject>School Safety</subject><subject>School Surveys</subject><subject>Schools</subject><subject>Schools - statistics & numerical data</subject><subject>Sex Factors</subject><subject>Social Support</subject><subject>Statistical Analysis</subject><subject>Student Behavior</subject><subject>Students</subject><subject>Students - psychology</subject><subject>Students - statistics & numerical data</subject><subject>United States</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9ks1vEzEQxVcIREPhwh1kCSEh1C0eez-83KKQNvSDHBKJC5Llemc3bjd2sXeB_Pc4JA0SB-ZiaeZn6715TpKXQE8h1odbF1anwEAUj5IRlFmRQl7A42REKWNpxis4Sp6FcEtjlbx8mhyxHKAUVTZKvl2jCoM3tiULvXKuI5POrFWPxFgyM-1q3w4fyZicOT0E4ixZqAb7zQmZ2la1uEbbnxBla9KvMPZ-GO_stvk8edKoLuCL_XmcLM-my8ksvZqff56Mr1KdibxI64xTVFgDwwaa6oaXmco5UqigxFpgUWaVYjQTKgOWIY8jrETF8kLkda35cfJu9-y9d98HDL1cm6Cx65RFNwQJec45lAxYRN_8g966wdsobkuxUhSU5ZFKd1SrOpTGamd7_NVr13XYoozaJ3M55qKigkUhkX-_47V3IXhs5L2PS_QbCVRuI5LbiOSfiCL8ei9huFljfUAfMonA2z2gglZd45XVJvzlRBmdFyJyr3YceqMP4-kFUB7j37qA3fyn6XDzH0nyYr6YPYjbOzchOj7cUf5OFvHr5PLrl3NJLz8Vi2u4lEv-G0zsvY8</recordid><startdate>201409</startdate><enddate>201409</enddate><creator>Bradshaw, Catherine P.</creator><creator>Waasdorp, Tracy E.</creator><creator>Debnam, Katrina J.</creator><creator>Johnson, Sarah Lindstrom</creator><general>Wiley Periodicals, Inc</general><general>Wiley-Blackwell</general><general>Wiley</general><general>American School Health Association</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201409</creationdate><title>Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment</title><author>Bradshaw, Catherine P. ; Waasdorp, Tracy E. ; Debnam, Katrina J. ; Johnson, Sarah Lindstrom</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4856-d430eaed12ef1f9b374a53e01917ed8e6749a2048a4124e33e0e98925685ddc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Adolescent</topic><topic>Adolescent Behavior - ethnology</topic><topic>Adolescent Behavior - psychology</topic><topic>Age Differences</topic><topic>Aggression - psychology</topic><topic>Aggressiveness (Psychology)</topic><topic>Biological and medical sciences</topic><topic>Bullying</topic><topic>Bullying - psychology</topic><topic>Correlation</topic><topic>Drug Use</topic><topic>Educational Environment</topic><topic>engagement</topic><topic>Environment</topic><topic>Ethnic Groups - statistics & numerical data</topic><topic>Ethnicity</topic><topic>Factor Analysis</topic><topic>Factor Analysis, Statistical</topic><topic>Factor Structure</topic><topic>Faculty</topic><topic>Federal Government</topic><topic>Female</topic><topic>Gender Differences</topic><topic>Health Surveys</topic><topic>High School Students</topic><topic>High Schools</topic><topic>Humans</topic><topic>Internet</topic><topic>Interpersonal Relations</topic><topic>Interprofessional Relations</topic><topic>Learner Engagement</topic><topic>Male</topic><topic>Maryland</topic><topic>measurement</topic><topic>Medical sciences</topic><topic>Miscellaneous</topic><topic>Nursing</topic><topic>Parent Participation</topic><topic>Parent-Child Relations</topic><topic>Prevention and actions</topic><topic>Public health. Hygiene</topic><topic>Public health. Hygiene-occupational medicine</topic><topic>Safety</topic><topic>school climate</topic><topic>School environment</topic><topic>school improvement</topic><topic>School Safety</topic><topic>School Surveys</topic><topic>Schools</topic><topic>Schools - statistics & numerical data</topic><topic>Sex Factors</topic><topic>Social Support</topic><topic>Statistical Analysis</topic><topic>Student Behavior</topic><topic>Students</topic><topic>Students - psychology</topic><topic>Students - statistics & numerical data</topic><topic>United States</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bradshaw, Catherine P.</creatorcontrib><creatorcontrib>Waasdorp, Tracy E.</creatorcontrib><creatorcontrib>Debnam, Katrina J.</creatorcontrib><creatorcontrib>Johnson, Sarah Lindstrom</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bradshaw, Catherine P.</au><au>Waasdorp, Tracy E.</au><au>Debnam, Katrina J.</au><au>Johnson, Sarah Lindstrom</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1035615</ericid><atitle>Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment</atitle><jtitle>The Journal of school health</jtitle><addtitle>J School Health</addtitle><date>2014-09</date><risdate>2014</risdate><volume>84</volume><issue>9</issue><spage>593</spage><epage>604</epage><pages>593-604</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><coden>JSHEA2</coden><abstract>ABSTRACT
BACKGROUND
School climate has been linked to multiple student behavioral, academic, health, and social‐emotional outcomes. The US Department of Education (USDOE) developed a 3‐factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.
METHODS
Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model.
RESULTS
The results indicated adequate model fit with the theorized 3‐factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School‐level interclass correlation coefficients ranged from 0.04 to .10 for the scales.
CONCLUSIONS
Findings supported the USDOE 3‐factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56‐item measure may be a potentially efficient, yet comprehensive measure of school climate.</abstract><cop>Malden, USA</cop><pub>Wiley Periodicals, Inc</pub><pmid>25117894</pmid><doi>10.1111/josh.12186</doi><tpages>12</tpages></addata></record> |
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| subjects | Adolescent Adolescent Behavior - ethnology Adolescent Behavior - psychology Age Differences Aggression - psychology Aggressiveness (Psychology) Biological and medical sciences Bullying Bullying - psychology Correlation Drug Use Educational Environment engagement Environment Ethnic Groups - statistics & numerical data Ethnicity Factor Analysis Factor Analysis, Statistical Factor Structure Faculty Federal Government Female Gender Differences Health Surveys High School Students High Schools Humans Internet Interpersonal Relations Interprofessional Relations Learner Engagement Male Maryland measurement Medical sciences Miscellaneous Nursing Parent Participation Parent-Child Relations Prevention and actions Public health. Hygiene Public health. Hygiene-occupational medicine Safety school climate School environment school improvement School Safety School Surveys Schools Schools - statistics & numerical data Sex Factors Social Support Statistical Analysis Student Behavior Students Students - psychology Students - statistics & numerical data United States |
| title | Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment |
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