Schools Matter: The Positive Relationship Between New York City High Schools' Student Academic Progress and School Climate

《Schools Matter: The Positive Relationship Between New York City High Schools' Student Academic Progress and School Climate》

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关键字: academic achievement; high school; urban education; learning environment; school climate; school effectiveness; poverty; school size; ACHIEVEMENT; CONNECTEDNESS; ENGAGEMENT; EDUCATION; TEACHERS

作者单位: [Davis, Jonathan Ryan] Coll New Jersey, Dept Educ Adm & Secondary Educ, 2000 Pennington Rd, Ewing, NJ 08628 USA. [Warner, Nathan] George Lucas Educ Fdn, San Rafael, CA USA. Davis, JR (reprint author), Coll New Jersey, Dept Educ Adm & Secondary Educ, 2000 Pennington Rd, Ewing, NJ 08628 USA. E-Mail: davisj@tcnj.edu

摘要: This article investigates the link between school climate and student academic progress in New York City Department of Education (NYCDOE) high schools. Using a data set compiled from 2010-2011 NYCDOE school-level aggregated demographic, survey, and progress report achievement data, the authors ran ordinary least squares regressions where they found that a school's climate significantly correlated with student academic progress; under some conditions, the school climate effects outweighed the effects of student background factors. Finally, the school climate domains of safety and respect, communication, engagement, and academic expectations all proved to be important factors that were associated with student achievement.