School climate functions as a setting-level indicator: students entering schools where they feel safe and supported attend more and earn higher grades, and Chicago's five essential supports survey responses are highly predictive of teacher and school performance¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-13 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Students entering high schools where students generally feel safe and supported tend to come to school more often and have higher grades than similar students entering schools with weaker school climates. → Allensworth 2018 q2 i? In Chicago, annual teacher and student survey responses reported in five areas called the five essential supports have been found to be highly predictive of teacher and school performance. → Allensworth 2018 (2)

Evidence¶

Allensworth 2018¶

Allensworth, E.M., Nagaoka, J., & Johnson, D.W. (2018). High school graduation and college readiness indicator systems: What we know, what we need to know. Chicago, IL: University of Chicago Consortium on School Research. https://ncs.uchicago.edu/freshman-on-track-toolkit

q2 · i? · review · r2

The review reports, citing Allensworth & Easton (2007), that students entering schools where students "gener -ally feel safe and supported tend to come to school more often and have higher grades" than similar students entering weaker-climate schools. The review presents this as an associative finding; no effect size is printed.

"students entering high schools where students gener -ally feel safe and supported tend to come to school more often and have higher grades than similar students en -tering schools with weaker school climates."

Allensworth 2018 (2)¶

Allensworth, E.M., Nagaoka, J., & Johnson, D.W. (2018). High school graduation and college readiness indicator systems: What we know, what we need to know. Chicago, IL: University of Chicago Consortium on School Research. https://ncs.uchicago.edu/freshman-on-track-toolkit

q2 · i? · review · r2

The review states that Chicago schools receive setting-level indicator data from annual surveys of teachers and students, reported in five areas called the five essential covers covering safety, instruction, collaboration, and leadership, and that "the survey responses have been found to be highly predictive of teacher and school performance." No effect size is printed.

"The survey responses have been found to be highly predictive of teacher and school performance."

Discussion¶

Learner Variables¶

• Safety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Elementary schools strong in three or more of the five essential supports were ten times more likely to substantially improve student math and reading scores (attributed to Bryk et al., 2010) — the general claim this finding bears on, with the studies behind it
• Schools where students report feeling more safe, supported, and challenged show stronger academic and social-emotional growth, and student reports predict future school improvement — a broader claim this one bears on
• Multiple dimensions of school climate were associated with lower school absences, with stronger relationships after the pandemic than before — related
• Only 50% of a school's 5Essentials score is explained by the previous year's score, indicating substantial year-to-year malleability of school climate — related
• Regulate-relate-reason sequence: students reason once regulated and feeling supported — related
• Large majorities of Gateway students report feeling cared for, part of the school, safe, and connected — related
• Bronxdale's 2017–18 school climate survey positive-response rates exceeded city high school averages on all surveyed indicators — related