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School Climate/CultureSelected Research & Readings
What States Are Doing
Selected Research & Readings

A State of Engagement - Backing teacher preparation and professional development that empowers staff to facilitate more engaging experiences for students is only one step to creating an engaging system; a study group recommends four more actions: promote measures of success that emphasize student engagement, advance school climate guidelines that are more conducive to student engagement and invest in school structures that help personalize student learning and encourage stakeholder collaboration to meet students' needs more comprehensively. (NASBE, March 2015)...

Back to School: Exploring Promising Practices for Re-engaging Young People in Secondary Education - More than two million young people between the ages of 16 and 24 don't have a high school diploma and aren't in school. The good news is, two-thirds of students who leave school eventually return and complete a degree or get an equivalency. Among the most effective strategies for re-engagement are providing educational experiences that fit students' lives, encouraging supportive relationships and offering work experiences. (America's Promise Alliance, December 2014)...

Developing a Growth Mindset among High School Students - Students with growth mindsets believe intelligence can be developed and increased over time. This brief gives ways for teachers and schools to help students develop growth mindsets, among them: teach the distinction between fixed and growth mindsets, portray effort as necessary for everyone, build ways for students to learn from and correct mistakes. (The National Center on Scaling Up Effective Schools, October 2014)...

The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate - Researchers found the California School Climate, Health, and Learning Survey of students and staff reliably and validly reports different school climate measures such as safety and connectedness, meaningful participation, bullying and discrimination, and caring staff-student relationships. All school level measures were associated with school-level student academic performance and suspensions. (Thomas Hanson and Adam Voight, REL West, September 2014)...

Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks - How can teacher evaluation systems help teachers develop studentsí social-emotional competencies? This paper first identifies instructional practices that promote student social-emotional learning which in turn promote student academic learning, then shows how three popular teacher evaluation systems (the Danielson Framework for Teaching, the Classroom Assessment Scoring System observation instrument, and the Marzano observation protocol) feature practices that influence not only student academic learning but also student social and emotional competencies. (Nicholas Yoder, American Institutes for Research, August 2013)...

Measuring School Climate for Gauging Principal Performance: A Review of the Validity and Reliability of Publicly Accessible Measures - Maintaining that principals have more control over school-level conditions than classroom instruction or teacher quality, the authors suggest a measure of school climate should be included in principal evaluation. Thirteen school climate surveys are analyzed. (Matthew Clifford et al., American Institutes for Research, April 2012)...

The Impact of Pupil Behavior and Wellbeing on Educational Outcomes - How are various dimensions of children's wellbeing associated with their educational outcomes? The authors found that as children move through school, emotional and behavioral wellbeing become more important in explaining school engagement, while demographic and other characteristics become less so. Also, children with high levels of emotional, behavioral, social, and school wellbeing do better academically and are more engaged in school. Bullied children are less engaged in primary school. (Leslie Morrison Gutman and John Vorhaus, Institute of Education at the University of London, November 2013)...

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