Structure data collection timing, capacity-building, and community engagement to enable climate data use¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report's implications section recommends that districts and states structure supports around the enabling conditions observed in the cases. "Districts can maximize the usefulness of school climate data by modifying the schedule for data collection to ensure that schools receive climate survey results on a timeline that leaves them sufficient time to analyze their data and use it to inform strategic planning and climate improvement practices." It further recommends investments in professional learning and collaboration time, and developing climate work structures and teams that encourage participation of students, staff, and families.

Design Implications¶

Context¶

Requirements¶

• Staff capacity for data use, since meaningful engagement with school climate data is described as time-intensive, skilled work

Constraints¶

• Data use was limited by the schedule for collecting survey data in the studied districts

Target Learners¶

• middle school students
• school staff and district leaders

Target Learning Goals¶

• using school climate data to inform improvement of school environments

Claims¶

• Survey design and management conditions influenced how schools engaged with climate data [+W]

Related Strategies¶

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

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