community and youth collaborative institute middle & high...

The Community and Youth Collaborative Institute (CAYCI) goal is to enhance the overall well-being of children and youth by supporting families, promoting healthy development and bringing together communities. This report will help your school understand the perceptions of middle & high school students in order to inform school improvment efforts.

Anderson-Butcher, D., Amorose, A. J., Iachini, A. L., & Ball, A. (2013). Community and Youth Collaborative Institute School Experience Family of Surveys: Middle & High School Student survey. Columbus, Ohio: College of Social Work, The Ohio State University.

Copyright © 2015 The Ohio State University. All Rights Reserved

Community and Youth Collaborative Institute School Experience Survey for Middle & High School Students

Sample Results Report

2015

School

2

Overview

During the period between XXXX, CAYCI School Experience Surveys (SES) were completed by 8598

students at XXXX. This report provides a district-wide analysis of students’ thoughts and views

regarding several different areas of focus, including student perceptions of needs related to (1)

maximizing academic learning; (2) promoting school climate and positive youth development; and (3)

addressing non-academic barriers to learning. Considered together, these three school improvement

pathways are critical for "getting the conditions right" for student success in school.

Key Constructs Measured

Academic Learning Pathway:

Academic Motivation- The degree to which students express general interest,

engagement, and enjoyment in learning and school.

Academic Press- The degree to which students perceive a normative emphasis on

academic success and conformity to specific standards of achievement across their

school community (including teachers and other students).

Support for Learning- The degree to which students perceive they receive support for

their learning from their family and teachers/school staff.

Career and College Readiness – The degree to which students perceive their own

readiness for college and careers.

School Climate and Youth Development Pathway:

School Connectedness - The degree to which students enjoy and feel like they belong to

the school.

Social Skills – The degree to which students perceive they are able to engage in positive

social interactions with others.

Peer Relationships- The degree to which students report that their peers are positive

influences who engage in pro-social behaviors.

Parental Involvement – The degree to which students report that their parents and

guardians are involved in their learning and support their educational growth.

Family/Community Connections – The degree to which students report that they feel a

sense of belonging and responsibility to their families and communities.

3

Diversity – The degree to which students perceive that their school community accepts

and supports student from different cultures and backgrounds.

School Safety – The degree to which students perceive that they are safe at home, at

school, and in their communities.

Activities – The extent to which students report participating in school and community

activities such as afterschool programming, volunteerism, or youth sport.

Physical Activity – The frequency with which student report engaging in the recommended

level of physical activity.

Non-Academic Barriers Pathway:

Internalizing Behaviors – The degree to which students report feelings and behaviors that

are negative and directed inward towards themselves.

Externalizing Behaviors – The degree to which students report behaviors that are directed

outward, either toward other people or property.

Alcohol, Tobacco, and Drug Use – The degree to which students report using alcohol,

tobacco, and other drugs.

Organization of Findings

Throughout the report, findings are presented in different ways. First, demographics are provided for

the students who completed the CAYCI SES. It is important to examine these descriptive data to

ensure the representativeness of your student sample.

Second, the overall scores on each CAYCI SES construct are summarized in a “Results at a Glance”

format. Here you can examine how your students’ perceptions on each constructed scale compare to

others who have taken the CAYCI SES across the country. To do this, maximum value percentages

were calculated to allow for comparisons to be made within and across schools in a district. This was

necessary because the Likert-type scales used in the elementary and the middle/high school CAYCI

Student SES surveys are different (i.e., one is a 4 point Likert-type scale and the other a 5 point).

Maximum value percentages are calculated via the following equation:

Maximum Value Percentage= Scale Mean

Number of Response Options in the Likert Scale

4 Using the maximum value percentage, designations are provided for each of the constructs measured

in the CAYCI SES. The following is a brief description of each designation:

• Excelling (Green) is a designation where students’ perceptions were more than one-half

of a standard deviation above the overall mean maximum value of all the students’ scores

who have taken the CAYCI survey. all comparative schools or districts. Areas designated

as excelling might be viewed as areas of strength.

• Emerging (Yellow) is a designation where students reported similar perceptions to the

overall mean maximum value (within one-half standard deviation above and below the mean

maximum value of all the students’ scores). These areas might be viewed as important to

continuously strengthen and improve.

• Needs Improvement (Red) is a designation where students reported perceptions that were

more than one-half of a standard deviation below the overall mean maximum value . These

areas point to targets of concern and might be prioritized for improvement.

Finally, data are then summarized for each construct measured on the CAYCI SES (i.e., school

connectedness, internalizing behaviors, etc). Responses on individual items measured on the tool

can be examined to provide insights to more specific experiences reported by your students (such as

the percent reporting they “enjoy coming to school” or “would go to a teaching for help if they needed

it”). Data are presented a few different ways. The overall scale and item means are provided, as well

as the percentage of individuals who agree or strongly agree with each item..

Demographics

Overall, XXXX completed the survey, with 4245 (49.4%) of respondents reporting as male, 4063

(47.3%) reporting as female, and 290 (3.4%) not responding. With regard to race, 7286 (84.7%) of

respondents reported as White, 310 (3.6%) as African American, 242 (2.8%) as mixed race, 73

(0.8%) as Hispanic/Latino, 123 (1.4%) as American Indian, 70 (0.8%) as Asian, 29 (0.3%) as

Hawaiian/Pacific Islander, 204 (2.4%) as Other, and 261 (3%) did not respond. Regarding free or

reduced lunch status, 3941 (45.8%) received free or reduced lunch prices, 4279 (49.8%) paid full

price, and 261 (3%) did not respond. Additional demographic information is provided in the tables

below.

5 Grade Levels

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 No

Response

331 1325 1640 1321 1312 1283 1121 265

3.8% 15.4% 19.1% 15.4% 15.3% 14.9% 13% 3.1% Ages

Course Grades

How old are you?

Younger than 11 19 0.2% 16 years old 1287 15%

11 years old 168 2% 17 years old 1173 13.6%

12 years old 830 9.7% 18 years old 452 5.3%



15 years old 1318 15.3% Older than 20 44 0.5%

No Response 249 2.9%

On average, what grades do you mostly get in school?

Mostly A's 1524 17.7%

Mostly A's and B's 3454 40.2%

Mostly B's 739 8.6%

Mostly B's and C's 1639 19.1%

Mostly C's 370 4.3%

Mostly C's and D's 412 4.8%

Mostly D's 50 0.6%

Mostly D's and F's 95 1.1%

6 Family – Parents/Caretakers

Mobility

Which of the following describes your family?

I live with both my parents 4303 50%

I live in a one-parent family with my mother 1602 18.6%

I live in a one-parent family with my father 518 6%

I live with a grandparent 281 3.3%

My parents do not live together and I split time between them

1335 15.5%

I don't live with my parents - I have another caretaker

266 3.1%


How many times have you moved since you started school?

I have never moved 3359 39.1%

1 time 1681 19.6%

2 times 873 10.2%

3 times 795 9.2%

4 times 506 5.9%

5 or more times 1095 12.7%


7

Results at a Glance

8

Academic Learning Pathway

Academic Motivation This scale evaluates the students general interest, engagement, and enjoyment in learning and school.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Strongly Disagree) to 5 (Strongly Agree).

Item Mean (Scale 1-5)*

% Indicating Each Response Choice

Strongly Agree

Agree Neutral Disagree Strongly Disagree

No Response

I have a positive attitude toward school.

3.27 11% 25% 14% 23% 26% 0%

I feel I have made the most of my school experiences so far.

3.88 5% 12% 12% 27% 43% 0%

I like the challenges of learning new things in school.

3.67 8% 16% 15% 23% 38% 0%

I am confident in my ability to manage my school work.

3.7 9% 13% 15% 27% 37% 0%

I feel my school experience is preparing me well for adulthood.

3.28 13% 22% 16% 20% 29% 0%

I have enjoyed my school experience so far.

3.36 12% 20% 16% 21% 30% 0%

9

Academic Press This scale assesses the students overall experience of a normative emphasis on academic success and perceived monitoring and support related to their achievement.




Strongly Agree


No Response

Decisions at my school always focus on what is best for learning.

3.27 37% 27% 15% 13% 9% 0%

My teachers provide helpful feedback to students about their academic performance.

3.88 43% 27% 12% 12% 5% 0%

My teachers monitor whether students are learning on a regular basis.

3.67 26% 23% 14% 25% 10% 1%

My school values student learning.

3.67 38% 23% 15% 16% 8% 0%

10

Support for Learning This scale assesses the general experience of support students receive for their learning and development from their family and school staff.




Strongly Agree


No Response

When I have a problem, I get help from my family.

3.27 37% 27% 15% 13% 9% 0%

When I have a problem, I get help from my teacher.

3.88 43% 27% 12% 12% 5% 0%

I would go to my teacher for help if I needed it.

3.67 26% 23% 14% 25% 10% 1%

My teacher(s) would notice if I was not in school.

3.67 38% 23% 15% 16% 8% 0%

11

Career and College Readiness This scale evaluates student perceptions of their college and work-force readiness.


How far do you expect to go in your education?



Strongly Agree


No Response

I feel confident that I will reach my career goals.

3.27 37% 27% 15% 13% 9% 0%

I set goals that will help me go to college.

3.88 43% 27% 12% 12% 5% 0%

I set goals that will help me get the job I want.

3.67 26% 23% 14% 25% 10% 1%

What I learn about in school will help me reach my career goals.

3.67 38% 23% 15% 16% 8% 0%

Expected Level Number Percentage

Some High School 22 2.5%

Graduate High School 103 11.9%

Go to a Technical School 44 5.1%

Graduate from a Junior College 16 2.0%

Graduate from College 341 39.6%

Earn a Professional Degree 260 30.3%

Other 45 5.3%

No Response 29 3.3*

12

School Climate and Youth Development Pathway

School Connectedness This scale assesses the overall perceptions of students' school experiences




Strongly Agree


No Response

I enjoy coming to school.

3.27 37% 27% 15% 13% 9% 0%

I am proud to be a student at my school.

3.88 43% 27% 12% 12% 5% 0%

I feel like I belong at my school.

3.67 26% 23% 14% 25% 10% 1%

13

Social Skills This scale assesses the ability of students to engage in positive social interactions with others.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Not at all) to 5 (Very much).



Very much

A lot Some A little Not at all No

Response

I respect others. 3.27 37% 27% 15% 13% 9% 0%

I am responsible. 3.88 43% 27% 12% 12% 5% 0%

I cooperate well with others.

3.67 26% 23% 14% 25% 10% 1%

I am a good friend. 3.67 38% 23% 15% 16% 8% 0%

14

Peer Relationships This scale assesses student perceptions of their relationships with their peers and the extent to which their peers engage in pro-social behavior.




Strongly Agree


No Response

My friends support and care for me.

3.27 37% 27% 15% 13% 9% 0%

My friends think I am a positive person.

3.88 43% 27% 12% 12% 5% 0%

My friends are people I can trust.

3.67 26% 23% 14% 25% 10% 1%

My friends do nice things for other people.

3.67 38% 23% 15% 16% 8% 0%

15

Parental Involvement This scale assesses the degree to which students repot that their parents and caregivers are involved in their learning and support their educational growth.




Strongly Agree


No Response

My parents help me with my schoolwork.

3.27 37% 27% 15% 13% 9% 0%

My parents talk to me about what I do in school.

3.88 43% 27% 12% 12% 5% 0%

My parents ask me about my schoolwork.

3.67 26% 23% 14% 25% 10% 1%

My parents push me to work hard at school.

3.67 38% 23% 15% 16% 8% 0%

16

Family/Community Connections This scale evaluates whether students feel a sense of belonging, social responsibility, and meaningful relationships with their families and community.




Strongly Agree


No Response

I feel like I really belong to my family.

3.27 37% 27% 15% 13% 9% 0%

I have a sense of responsibility to the community I live in.

3.88 43% 27% 12% 12% 5% 0%

I feel like I am an important part of my community.

3.67 26% 23% 14% 25% 10% 1%

There are responsible adult mentors in my community who support and encourage me.

3.67 38% 23% 15% 16% 8% 0%

17

Diversity This scale assesses the extent to which students feel that they are treated fairly by the peers, teachers and school staff; and tha they feel that it is okay to be from a different background or culture.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Strongly Disagree) to 5 (Strongly Agree)

.

Item Mean

(Scale 1-5)*


Strongly Agree


No Response

At my school, students treat others who are different from them with respect.

3.27 37% 27% 15% 13% 9% 0%

At my school, teachers and other school staff treat all students with respect regardless of background or culture.

3.88 43% 27% 12% 12% 5% 0%

At my school, all students are treated equally.

3.67 26% 23% 14% 25% 10% 1%

At my school, it's ok to be different.

3.78 43% 27% 12% 12% 5% 0%

At my school, all students are treated the same regardless of where they come from.

3.67 38% 23% 15% 16% 8% 0%

18

School Safety This scale assesses student experiences related to their own personal safety at home, at school, and in their communities.


Item Mean (Scale 1-

5)*


Strongly Agree


No Response

I feel safe in the community.

3.27 37% 27% 15% 13% 9% 0%

I feel safe at school. 3.88 43% 27% 12% 12% 5% 0%

I feel safe getting to and from school.

3.67 26% 23% 14% 25% 10% 1%

19

Activities

These questions assess the extent to which students report participating in school and community activities such as afterschool programming, volunteerism, or youth sport.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Not involved at all) to 3 (Actively involved).



Actively involved

Involved to some extent

Not involved at all

No Response

I play on a sports team. 1.27 33% 21% 42% 4%

I play a musical instrument. 1.88 23% 26% 43% 8%

I am in a dance or theater group or class.

0.67 16% 15% 63% 6%

I am involved in community volunteering (Nursing Home, Child Care Centers, etc.).

0.7 33% 21% 42% 4%

I am in a youth group or church.

1.28 23% 26% 43% 8%

I am in a youth program (4-H, YMCA, Boys and Girls Club).

1.36 16% 15% 63% 6%

I am involved in an after-school or weekend job.

2.10 33% 21% 42% 4%

I am involved in social networking sites (Facebook, Myspace, Snapchat, etc.).

2.21 23% 26% 43% 8%

I am involved in leadership groups (Student Council, Student Government, etc.).

0.36 16% 15% 63% 6%

20

Physical Activities These questions assess the degree to which students report they participate in physical activity. On how many of the last 7 days did you do any of these things?

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (1 day) to 7 (7 days).

Item Mean (Scale 1-

7)*


1 2 3 4 5 6 7 No

Response

Exercise or participate in sports for at least 60 minutes that made you sweat and breathe hard (such as basketball, jogging, swimming, tennis, fast bicycling, or similar aerobic activities).

3.27 37% 27% 15% 13% 1% 0% 9% 0%

Participate in other physical activity for at least 60 minutes (such as walking, bicycling, or skating).

3.67 26% 23% 14% 25% 2% 1% 10% 1%

21

Non-Academic Barriers Pathway

Internalizing Behaviors

This scale assesses the extent to which students report feelings and behaviors that are negative and directed inward towards themselves.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Strongly Agree) to 5 (Strongly Disagree).



In the past week…

Strongly Agree


No Response

....I felt sad. 3.27 11% 25% 14% 23% 26% 0%

....I felt afraid. 3.88 5% 12% 12% 27% 43% 0%

....I felt lonely. 3.67 8% 16% 15% 23% 38% 0%

....people were not nice to me.

3.7 9% 13% 15% 27% 37% 0%

....I felt worried. 3.27 11% 25% 14% 23% 26% 0%

....I felt like I didn't care about anything.

3.88 5% 12% 12% 27% 43% 0%

....I felt like I didn't matter.

3.67 8% 16% 15% 23% 38% 0%

....I had trouble sleeping.

3.7 9% 13% 15% 27% 37% 0%

....I felt shy. 3.28 13% 22% 16% 20% 29% 0%

....I felt like others didn't like me.

3.36 12% 20% 16% 21% 30% 0%

22

Externalizing Behaviors This scale assesses the extent to which students report behaviors that are directed outward toward other people or property.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (Very Often) to 5 (Never).



Very Often

Often Sometimes Seldom Never No

Response

Have you ever gotten in trouble in class?

3.27 11% 25% 14% 23% 26% 0%

Has your school called home because you were in trouble for your behavior?

3.88 5% 12% 12% 27% 43% 0%

Have you ever been in a fight?

3.67 8% 16% 15% 23% 38% 0%

Have you ever bullied someone at school?

3.7 9% 13% 15% 27% 37% 0%

Have you ever been bullied at school?

3.27 11% 25% 14% 23% 26% 0%

Have you ever skipped schoolwork assignments?

3.88 5% 12% 12% 27% 43% 0%

Have you ever lied about something important?

3.36 12% 20% 16% 21% 30% 0%

23

Alcohol, Tobacco, and Drug Use

These questions assess the degree to which students report using alcohol, tobacco, and other drugs.

**Item mean is the average response for an item across all respondents. The scale ranges from 1 (6 or more occasions) to 4 (0 occasions).

How frequently have you smoked cigarettes during the past 30 days?

**Item mean is the average response for an item across all respondents. The scale ranges from 1 One pack or more per day) to 4 (Not at all).

Item Mean

(Scale 1-4)*


On how many occasions….

6 or more occasions

3-5 occasions

1-2 occasions

0 occasions

No Response

…. have you had beer, wine or hard liquor during the past 30 days?

2.27 11% 25% 14% 23% 0%

….have you used over-the-counter or prescription drugs for non-medical purposes during the past 30 days?

3.88 5% 12% 12% 27% 0%

….have you used hard drugs (i.e., cocaine, heroin, etc.) during the past 30 days?

3.67 8% 16% 15% 23% 0%

….have you had marijuana during the past 30 days?

3.7 9% 13% 15% 27% 0%



One pack or more per day

One to five cigarettes per day

Less than one cigarette per day

Not at all No

Response

2.27 11% 25% 14% 23% 0%

24 Conclusion

In the end, remember this report provides you with only one stakeholder perspective -

students. It is also important to examine other types of data (such as academic data,

behavioral indicators, and other stakeholder perceptual data) when determining priorities

for district and school improvement planning. When used together with other indicators of

student achievement, CAYCI SES findings may be used to create more targeted school

improvement strategies, and also may be helpful to track process improvement efforts

overtime. For additional information, please contact:

Community and Youth Collaborative Institute 015 Stillman Hall

1947 N. College Rd. Columbus, OH 43210 Phone: 614-292-8596

Email: [email protected]

Produced by: Community and Youth Collaborative Institute

community and youth collaborative institute middle & high...

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