Use districtwide surveys and school-developed measures complementarily at different stages of improvement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that large-scale districtwide surveys and school-developed tools be used for different purposes at different stages of school improvement. "While large-scale surveys work well to diagnose problem areas at schools, they may not be ideal tools for schools to assess the effectiveness of newly implemented strategies and interventions." Large-scale surveys typically measure perceptions, while school-developed tools assess presence of and exposure to school practices. States and districts can support schools by communicating when to use each source and how to develop practical school-level measures.

Design Implications¶

Context¶

Requirements¶

• States and districts communicate to schools when to use different data sources and how to develop practical, school-level climate measures meeting their specific needs

Constraints¶

• Large-scale surveys may not be ideal for assessing the effectiveness of newly implemented strategies and interventions

Target Learners¶

• middle school students
• school and district leaders

Target Learning Goals¶

• diagnosing school climate problems and evaluating climate interventions

Related Strategies¶

• Structure data collection timing, capacity-building, and community engagement to enable climate data use
• Use small-scale learning metrics during iteration and reserve proof metrics for later stages

Examples¶

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Key Sources¶

• Klevan, S., Leung-Gagné, M., & Nakajima, T. M. (2024). Using data to improve school climate: Insights from three California schools. Learning Policy Institute. https://doi.org/10.54300/918.411