ABSTRACT
Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.
Acknowledgements
We are extremely grateful to the Baltimore City Public School System, Office of Achievement and Accountability and especially to Dr. Ike Diibor for all of his efforts in collecting and making these data accessible to our study group. Additionally, we would like to extend our gratitude to all of the students, parents, and staff members who completed the Baltimore City Public School System Climate Survey.
Additional information
Funding
Notes on contributors
Christine M. Ramsey
Christine M. Ramsey, PhD, is an Associate Research Scientist at the Yale School of Medicine in New Haven, Connecticut.
Adam P. Spira
Adam P. Spira, PhD, is an Associate Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.
Jeanine M. Parisi
Jeanine M. Parisi, PhD, is an Associate Scientist in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.
George W. Rebok
George W. Rebok, PhD, is a Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.