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Section 7

VII-1

Environment

Academics (Tables 1-6, pp. VII-9 to 13)

Academic learning time varied by age/grade level from 5 hours in grades 5-6 to 5

hours and 50 minutes in grades 9-12. (Table 1, p. VII-9)

Special support programs available for students at all K-4 elementary level schools

included: kindergarten resource program, Title I/skills, limited English proficiency,

and enrichment resource. Additional support programs are available for children with

special needs, such as: speech/language, specific learning disabilities, multi-

handicapped, orthopedic/other health impaired, hearing handicapped, visual

handicapped, autism/traumatic brain injury, cognitive disability, and emotional

disability.

Special programs available for students at Woodbury Elementary School included:

Title I/skills, limited English proficiency, and enrichment programs in mathematics

and language arts. Additional support programs are available for children with special

needs, such as: speech/language, specific learning disabilities, multi-handicapped,

orthopedic/other health impaired, hearing handicapped, visual handicapped,

autism/traumatic brain injury, cognitive disability, and emotional disability.

All students at the Middle School receive guidance services. Those who need help

with English receive limited English proficiency services. Additional support

programs are available for children with special needs, such as: speech/language,

specific learning disabilities, multi-handicapped, orthopedic/other health impaired,

hearing handicapped, visual handicapped, autism/traumatic brain injury, cognitive

disability, and emotional disability.

Special programs and services available for students at the High School included:

vocational marketing education, Career Prep programs at neighboring high schools,

and guidance. Those who need help with English receive limited English proficiency

services. Additional support programs are available for children with special needs,

such as: speech/language, specific learning disabilities, multi-handicapped,

orthopedic/other health impaired, hearing handicapped, visual handicapped,

autism/traumatic brain injury, cognitive disability, and emotional disability.

The High School offered over 200 courses in 14 departments that included academic

preparation for college, the fine and performing arts, and vocational education.

(Table 2, pp. VII-10 to 11).

Course enrollment patterns varied depending on the subject and grade level. In social

studies, college-preparatory level courses typified student enrollment. In English,

math, and science, the enrollment patterns varied more. In grades 7-9, honors course

enrollment was most common and in grades 10-12, honors course enrollment

diminished with the introduction of AP courses. (Tables 3-6, pp. VII-12 to 13).

Section 7

VII-2

At the secondary level, there were clear racial differences for enrollment patterns in

English, mathematics, and science. African Americans most often enrolled in college

preparatory courses, whereas European Americans most often enrolled in honors

courses. This difference was least pronounced for social studies.

(Tables 3-6, pp. VII-12 to 13).

Extracurricular Activities (Tables 7-10, pp. VII-14 to 16)

At Woodbury, there were 33 clubs, sports, and arts-related activities for students in

2009-10. There were 60 such activities at the Middle School and 84 at the High

School (Table 7, p. VII-14).

Data for extracurricular activities are based on data reported to the state via EMIS. 1

The state definition of these activities excludes any activity that is part of a course for

which credit is earned. Therefore data for several student groups, such as, band,

theater, and choir groups are not included. Performing arts class enrollment is

reported separately.

Based on the data collected, the number of 7th

-12th

grade students participating in

academic extracurricular activities in 2009-10 was greatest at grade 7 and lowest at

grade 9 (Table 8, p. VII-15).

The number participating in athletics was greatest at grade 7 and smallest at grade 12.

The number participating in service-related activities was greatest for grade 9.

Highest school performing arts enrollment was greatest in grade 9.

(Table 9, p. VII-15).

Boys were represented more in athletic activities; girls were proportionally more

involved in all other types of activities and in performing arts courses. African-

American involvement was strongest in service activities, followed by athletic

activities. European-American students were most prevalent in athletic activities and

performing arts courses. (Table 10, p. VII-16).

Material Resources (Tables 11-12, pp. VII-17 to 18)

In addition to its school buildings, the District had a transportation center, an

administration building, a data/library media building, and a warehouse to support its

operations in 2009-10.

In 2009-10 the District utilized 43 buses (and 7 spares) to transport an average of

2,461 children per day. Collectively, the buses traveled 1,546 miles per day on

average. An additional 157 children traveled in vans, which traveled an average of

2,767 miles per day.

1 Classification of extracurricular activities reflects the classification established by the Ohio Department of

Education’s Educational Management Information System: 1) academic extracurricular activities (i.e., subject

matter/experiences not provided in a regular class & focused on specific interests or specific aspects of subject

matter); 2) athletic activities; 3) services (civic and social oriented activities related to government, citizenship

and school service).

Section 7

VII-3

Buses and vans collectively traveled over 66,866 miles transporting students to

sporting events, academic events, and on field trips.

The total number of miles traveled by vehicles transporting students during the 2009-

10 school year was 843,206 miles.

The Transportation Department has made several improvements regarding

technology:

o GPS system added to District vehicles

o Two-way radios upgraded and replaced

o VHS/VCR recording systems on buses replaced with digital systems

o Automated fuel system installed for all District vehicles and equipment

o Enlisted Timeware (automated payroll system) to generate employee payroll

o Purchased eight (8) new school buses

o Twenty-three (23) employees participated in the School Bus Driver Road-E-O

o Awarded a $49,500 EPA Grant for Particulate Filters

o District has two (2) ASE Certified Master School Bus Technicians

o Synthetic motor oil being phased into all District vehicles

All elementary schools had a library, playground, and at least one gym in 2009-10.

The availability of an art room, music room, and other special facilities varied from

school to school. See Table 11, p. VII-17 for specific information about the facilities

and capacity of each building.

District work included sidewalk repairs; some roof restoration; masonry tuck

pointing; painting; floor refinishing and/or carpeting; preventive maintenance

upgrades to electrical, HVAC, mechanical, and plumbing systems; and installation of

electrical outlets for projectors and smart boards. Major projects in the school year

2009-2010 included:

o Replacement of a fence on the East side of the tennis courts and repairs to all

gates at Onaway

o Modified lower level classroom at Onaway

o Installation of ceiling fans on lower level at Onaway

o Installation of new gas line at Onaway

o Replacement of pool boiler at Woodbury

o Constructed new security office at Woodbury

o Elevator safety upgrades at Woodbury and High School

o Roof renovations at the High School, Woodbury and Mercer

o Construction of the learning garden at the High School

o Marble window sill repairs at the High School and Middle School

o New computer room and music room at Lomond

o Renovation of OT room at Lomond

o Refinished woodwork and interior doors at the Middle School

o Lockers repainted at the Middle School

o Painted interior metal frames around doors and windows at the Middle School

Section 7

VII-4

o Additional air-conditioning for the computer room at Mercer

o Parking lot and playground asphalt over layment at Mercer

o Relocating of Kindergarten shelving at Mercer

o Rebuilt the chimney at Data

o Seal coating and sidewalk replacement throughout the District

o New storm catch basins and drain lines under Woodbury parking lot

o Complete tear out of parking lot asphalt and installed all new asphalt surface at

Woodbury

o Created an art walk hall at Mercer with new lighting, woodwork and paint

o Reinforced two masonry columns at Mercer

o Replaced Fernway’s building steam boiler

The District supported a network of approximately 1,500 computers and 26 servers,

which included all schools and other sites in the District. The current bond issue has

allowed the District to establish a replacement schedule for workstations. Installation

of mounted projectors continues in District classrooms. In addition, some classrooms

are using student response systems and interactive whiteboards. A growing number

of teachers are using Moodle, an online course management system, to post class

materials and activities.

The technology staff also supported the phone system, electronic time cards, and

numerous business-related systems. Instructional programs in mathematics and

language arts as well as information and instructional databases support academic

achievement for our students.

All buildings have school libraries that were staffed by professional librarians on a

part-time basis at the K-4 building level and by more than one full-time professional

librarian at all other levels. A recent review of the District’s library/media collection

shows that it is current, with most of the materials having publication dates of 1990 or

later. Table 12, p. VII-18, summarizes the library/media collection at each school,

including the growing number of on-line resources.

The Shaker school libraries cooperate with other area libraries through consortia

including the Lakeshore Northeast Ohio Computer Association (LNOCA) library

council, North Coast Educational Media Center Lake Erie Educational Media

Consortium, and the North East Ohio Regional Library System. Shaker librarians

also serve on the Ohio Educational Library Media Association board, publisher

advisory groups, Ohio State Library advisory and other organizations to bring best

practices and best resources to students.

Security

13 outdoor cameras were installed at Lomond School to assist in curtailing vandalism

to school property. Outside lighting was greatly improved.

13 cameras were installed at Woodbury School in the main entrance hallway off of

the parking lot and the music/gym hallway. This area is heavily used during the day

Section 7

VII-5

and on weekends.

Six new cameras were installed at the High School in the hallway leading to the

weight room and in the weight room.

Due to problems in Ludlow area and requests by residents, cameras were installed

outside along with improved lighting at Ludlow School (Greenview). Although this

school is a PEP facility, it is the property of the school district.

There was an ADA compliant door opener put on Door L at Woodbury school.

There was an Access Control placed on the weight room area to ensure that no one is

weightlifting without an instructor being present.

School Climate (Tables 13-18, pp. VII-19 to 36)

Teacher Surveys While not all teachers responded to the survey, those who

responded were generally positive about the schools in which they worked in 2008-

09.

o They agreed most with statements about the respect exhibited by and

helpfulness among the adults and agreed least with statements about rule

enforcement, students’ respect for and treatment of others, and the

administration’s vision.

o They rated student preparation for learning higher than student preparation for

citizenship and getting along well with others.

o When asked to rate their colleagues, they rated their colleagues’ commitment

to teaching and to students higher than teachers’ expectations for and ability

to appropriately challenge all students.

o They reported talking to students more about good academic performance and

student interests than about students’ behavior, worries or plans for the future.

o At the end of the day, teachers like their students, are passionate about their

job and felt successful.

o The most problematic obstacles to teaching included discipline problems,

students’ outside problems and paperwork.

o Teachers rated their colleagues as close to excellent in their subject

knowledge, caring about students, and belief that all students can learn. Their

ratings are less positive regarding discipline and differentiation.

o The most positive features of their schools’ climate included: respect for

diversity, support of learning, physical security and the physical surroundings.

Their ratings are lower for student support, school connectedness, leadership

and rules/norms.

Parent Surveys. Response rates for parents were low, mostly around 30%.

European-American parents responded at a higher rate than African-American

parents. Hence, it is unknown how well the results for the parent survey represent the

views of all parents.

o Parents from all schools agreed that their school had high expectations of their

children and that their children were learning.

o On average, parents from all schools reported satisfaction with their

child’s/children’s school experience. The level of satisfaction was greater for

Section 7

VII-6

parents of younger children.

o When asked regarding communication about their child/children, parents’

responses varied, from agree to disagree. Disagreement was most evident

regarding communication of children’s achievements and successes.

o Agreement regarding expectations and teacher feedback was evident,

especially for parents of K-4 children.

o When asked how often they received information about what their child is

learning or about available programs or services, parents of elementary

students reported this to be more frequent than parents of secondary students.

Information about a child’s studies was more common than information about

programs or services.

o Parents at all schools agreed that their children’s school is welcoming and

made it easy for parents to attend meetings.

o When asked about how often they had been invited to a school event or had

shared important information about their child with their child’s teacher, the

most common responses were once or twice this year or once every few

months.

o As a group, parents agreed that their child’s school was safe and clean,

discipline was fair and that there was an adult their child trusted for help or a

need to talk about a problem.

o Parents were asked to rate the frequency of certain school problems: bullying,

lack of staff respect for students, racial/cultural bias by staff, conflict

associated with group membership and alcohol/drug use (secondary only).

The most common response for secondary parents was once in a while, which

was also common for elementary parents regarding bullying. For other

problems, elementary parents typically responded never.

o Parents of secondary students were asked general questions about their

children’s school experience, opportunities for parents to be involved and

course/activity offerings. Depending of the phrasing of the question, the

typical response was agree or satisfied.

o Parents of elementary students were asked general questions about

opportunities for parents to be involved, how much their children look

forward to going to school and overall communication with the school.

Depending of the phrasing of the question, the typical response was agree or

satisfied/very satisfied.

Student Surveys. The surveys administered to students differed depending on the

grade level. Hence the results are reported separately for 4th

grade students,

Woodbury students, Middle School students and High School students.

o Fourth graders

They generally reported positive views about most students in their

school and rated them highest regarding effort, helping each other, and

respecting each other.

Their responses about their teachers were also positive, especially

regarding how many of their teachers cared about them and respected

them.

Section 7

VII-7

This positive view for teachers extended to receiving help from adults

in the school. They agreed least with the statement I wish I went to a

different school.

Fourth graders reported that they worked hard and they knew what

was necessary in order to get good grades.

When asked about safety, they reported feeling safe, especially in their

classrooms.

o Woodbury

Like fourth graders, Woodbury students reported trying to do good

work and helping each other. They disagreed with statements about

cheating, lack of caring and put downs.

Woodbury students’ responses about their teachers suggest that

teachers were caring and explained things well. They agreed least that

teachers believed all students can do really hard work.

They agreed that people at Woodbury would help them, that rules are

consistent, and that the school has high expectations. Like the fourth

graders, they disagreed with the statement about wanting to go to a

different school.

Like the fourth graders, Woodbury students reported that they worked

hard and they knew what was necessary in order to get good grades.

When asked about safety, they felt safe, especially in their classes.

In response to questions about assignments, Woodbury students

reported having to write papers and make presentations once or twice

last year (up to February). However, European Americans reported

doing research papers and presentations more often.

Their responses were similar to questions about how often they talked

to teachers about problems or worries.

These students typically reported never getting into trouble, although

African Americans, boys and 6th

graders reported getting into trouble

more often.

o Middle School

Middle school students responded to a series of items that comprised

four scales in order of their median scores: 1. Safety & belonging, 2

tied: Fairness and mutual respect and Lack of safety, 4. School

engagement.

Students varied in their agreement with statements on each scale.

Safety & belonging. Most agreement—safe outside classroom;

least agreement—fitting in

Fairness & mutual respect. Most agreement—principal’s

respectful behavior; least agreement—faculty and staff valuing

what students have to say

Lack of safety. Most agreement—rumors; least agreement—

boys touching girls

School engagement—Most agreement—fitting in2; least

agreement—students who are not friends helping each other

2 Note that fitting in appears as ―most‖ for comfort & safety & ―least‖ for school engagement. This item

appears on both scales, where one which received much higher ratings than the other.

Section 7

VII-8

They described themselves as really wanting to learn and not skipping

classes or school.

Contact with teachers centered on academic success and getting work

done more often than on students’ worries or poor academic

performance.

They rated more hands-on learning opportunities and more examples

of relevance of learning to the real world as most helpful for learning.

Like the younger students, they reported their teachers as caring and

wanting them to succeed.

Teacher behaviors that students did not find helpful included a lot of

homework and talking all period. Helpful behaviors included giving

help when it is needed and explaining things well (a quality Woodbury

students also identified).

For Middle School students, the biggest problem was rumors; the

smallest problem was need for a dress code.

o High School

High school students responded to a series of items that comprised five

scales that are listed here in order from highest to lowest mean score:

1) Comfort & safety, 2) Teasing, 3 & 4 tied: Fairness & respect and

Discomfort & disaffiliation, 5) Academic challenge & collaboration.

Students varied in their agreement with statements on each scale.

Comfort & safety. Most agreement—respecting teachers; least

agreement—emotional safety in the classroom

Teasing. Most agreement—teasing outside the classroom;

least agreement—teasing in class

Fairness & respect. Most agreement—principal’s respectful

behavior; least agreement—faculty and staff valuing what

students have to say

Discomfort & disaffiliation. Most agreement—inadequacy of

substitutes; least agreement—boys touching girls

Academic challenge—Most agreement—challenging classes;

least agreement—students who are not friends helping each

other

The greatest problem for students was lack of freedom in the cafeteria;

the smallest problem was dress code.

When asked about frequency of distractions, the most frequent

distraction was how they felt (tired, sleepy, hungry) and the least

frequent distraction was nuggeting.3

High school students agreed that they really wanted to learn and

agreed least that outside-of-school problems interfered with paying

attention in class.

Individual contact with teachers centered most often on academic

success and least often on disrupting class.

They reported that more one-on-one attention from teachers would

help them to learn most and more projects would help them least.

3 A prank involving emptying a backpack and turning it inside out.

Section 7

VII-9

Table 1.

Academic Instructional Time Based on Guidelines from Each School Level

School Academic Instructional

Time

School Day Homework Policy4

Elementary

(K-4)

5 hours, 20 minutes of

scheduled classes,

supervised activities, or

approved educational

options5

9:15 AM–3:25 PM Student homework assignments are

designed to be a beneficial part of the

school experience. Such work should

be a meaningful outgrowth of class

instruction and should relate to daily

school activities and lessons.

Assignments are at the teacher’s

discretion and may be of short duration

or may require several days or weeks

to complete.

Woodbury

(5-6)

5 hours of scheduled

classes, supervised

activities, or approved

educational options

8:30 AM – 2:50 PM Premise: Homework is an effective

learning tool, especially when

balanced with other student and family

activities.

Purposes: Allows students to explore,

solidify, and demonstrate their

understanding of concepts taught in

class in order to build a base for

subsequent learning, achieve mastery

of subject areas at a personalized pace,

& fosters qualities critical to life-long

learning. Provides parents/guardians a

―window‖ into their student’s school

experience.

Time: Monday-Thursday typically one

to two hours daily; range reflects the

differences in individual student study

habits and pace. Typically, no

homework is assigned on weekends

except for individual reading and

longer-term assignments.

Middle School 5 hours, 30 minutes of

scheduled classes,



options

8:04 AM – 2:52 PM ―Our teachers are helping students

become independent learners.

[Homework and projects] are directed

toward helping meet this major goal.‖

Assignments include day-to-day

activities and longer-term reports,

reading assignments and compositions.

Each student is provided a planner.

4 Source: Homework policy as stated in school handbooks.

Section 7

VII-10

High School 5 hours 50 minutes of

scheduled classes,



options

8:05 AM – 2:58 PM Time allocated to assignments varies

according to student abilities &

programs. Minimum homework time

should equal time spent in class. Flex

schedule developed to allow students

exemption from homework one

evening per week per subject. Testing

schedule defines days of the week

when departments may give tests. Each

student is provided a planner.

Section 7

VII-11

Table 2.

Course Offerings at Shaker Heights High School 2009-10

Art

Art Exploration CP

Digital Multimedia H

Drawing H

Graphics I CP

Graphics II H

Independent Digital

Multimedia H

Jewelry I CP

Jewelry II H

Oil Painting H

Independent Sculpture

Studio H

Independent Study

Jewelry H

Mixed Media CP

Portfolio Workshop A

Sculptural Design &

Ceramics I CP

Sculpture Design II CP

Business Education

Accounting CP or H

Business & Contract

Law CP or H

Business Principles CP

Marketing Education CP

Personal Finance CP

Retail Sales CP

Career Prep

11 offerings through Cleveland

Heights High School

Graphic Arts (2 year) at Warrensville

Heights High School

Marketing Education CP

English

Anatomy of Writing CP or H

Asian Studies CP or H

Contemporary Fiction CP or H

Fiction Writing CP or H

Film As Art CP or H

Gristmill CP

Information Design CP or H

Intro to Creative Writing CP or H

Journalism I CP or H

Literature & The Arts CP or H

Newspaper Production Editors &

Managers H

Play Writing CP or H

Poetry Writing CP or H

Senior Seminar CP or H

Shakerite CP

Social Issues in Contemporary

Literature CP or H

9 English CP, H

9 English Teamed CP

10 American Experience

CP or H

10 English CP, H

10 English Teamed CP

11 English CP or H, AP

11 English Teamed CP

11 World Experience

English AP

12 English CP

12 English Composition

AP

12 English Literature AP

Family & Consumer Sciences

Child Development I CP

Child Development II CP

Fashion Design CP

Independent Living CP

Interior Design I CP

Interior Design II CP

Fitness & Nutrition CP

World Languages

Chinese, Mandarin I CP

Chinese, Mandarin II CP

Chinese, Mandarin III H

Chinese, Mandarin IV H

French I CP

French II CP

French III CP, H

French IV CP or H, AP

French V CP or H, AP

German I CP

German II CP

German III CP or H

German IV CP/H/AP

Greek I CP

Greek II CP

Greek III CP or H

Greek IV CP or H

Latin I CP

Latin II CP

Latin III CP or H

Latin IV/V CP or H, AP

Spanish I (1 or 2 yr course) CP

Spanish II CP

Spanish III CP, H

Spanish IV CP, H, AP

Spanish V CP or H, AP

Literacy Laboratories

9 Literacy Lab Teamed CP



Mathematics

AB Calculus AP

10 Advanced Math AP

11 Advanced Math AP

Algebra I H, CP

Algebra II H, CP

BC Calculus AP

Geometry H, CP

9 Honors Math H

Introduction to Calculus H

9 Math CP

10 Math CP

11 Math CP

12 Math CP

Math Functions H, CP

OGT Math Prep G

Statistics AP

Section 7

VII-12

Table 2.

Course Offerings at Shaker Heights High School 2009-10--continued

Music

A Cappella Choir H

A Cappella Ensembles H

A Cappella Treble Choir H

Band: Marching, Concert,

Symphonic, Wind Ensemble

CP or H

Chamber Orchestra H

Chanticleers H

Concert Choir CP

Jazz Band CP

Jazz Combo H

Jazz Ensemble H

Music Composition &

Technology CP or H

Music Theory AP

String Ensemble CP or H

String Orchestra CP or H

Symphonic Orchestra H

Raiderettes CP

Physical Education & Health

Athletic Weight Training CP

Health Education CP

Junior Ensemble PE CP

Physical Education 9 CP

Physical Education CP

Science

Astronomy, Planets CP or H

Astronomy, Stars CP or H

Bio-Ethics CP or H

Biology H, AP

Chemistry CP, H, AP

Environmental Science CP or H, AP

Engineering Applications H

Foundations Biology CP

Foundations Physical Science CP

Foundations Physics CP

General Biology II G

General Biology III G

Geology CP or H

Integrated Biology G

Integrated Physical Science G, CP

Integrated Project Biology CP

Oceanography CP or H

Physical Science H

Physics H, AP

Project Physics & Engineering CP

Science Topics G

Social Studies

African American History CP, H

10 American Experience CP or H

American History Through Film CP or H

American Government G, CP, AP

American Problems CP

Asian Studies CP or H

Comparative Economics H

Criminology CP

Global Studies CP

9 Global Studies Teamed CP

11 Govt./Economics Teamed CP

History of Popular Amer. Music CP or H

Human Relations CP

Human Rights & Conflict CP or H

Macro-Economics AP

Micro-Economics AP

Modern European History AP

Oppression CP or H

Psychology CP or H, AP

Sociology CP

10 US History G, CP or H, AP

10 US History Teamed CP

11 World Experience History AP

Technology Education

Advanced Architecture CP or H

Digital Photography I & II CP or H

Basic Architecture CP

CADD I & II CP

Web Design I & II CP or H

Theatre Arts

Acting I & II CP or H

Honors Ensemble H

Ensemble Co Mgt & Coor. H

Film as Art CP or H

Junior Ensemble CP

Junior Ensemble PE CP

Playwriting I & II CP or H

Senior Ensemble H

Shakescenes CP or H

Stagecraft & Theatre Design CP

Theatre I CP

Theatre II CP

Theatre III/Improv CP

Theatre Production Seminar CP or H

9 Theater I & II CP

Section 7

VII-12

Table 3.

Patterns of English Course Enrollment in Grades 7-12,

Shaker Heights City School District 2009-106

0

50

100

150

200

250

No. of

Credits

Attempted

7 8 9 10 11 12

General

College Prep

Honors

Advanced Placement

0

100

200

300

400

500

600

700

800

900

No. of

Credits

Attempted

African American European American

Data Sources: Files provided by Data: FACTHSSEM1.xlsx; FACTHSSEM2.xlsx; FACTMSSEM1.xlsx;

FACTMSSEM2.xlsx

Table 4.

Patterns of Math Course Enrollment in Grades 7-12,


0

50

100

150

200

250

300

No. of

Credits

Attempted

7 8 9 10 11 12

General

College Prep

Honors

Advanced Placement

0

100

200

300

400

500

600

700

800

900

1000

No. of

Credits

Attempted

African

American

European

American


FACTMSSEM2.xlsx

6 Count is based on number of credits students attempted in Fall & Spring semesters. Some students took more than

one course in a subject and/or they took single semester courses (.5 credits) or quarter courses (.25 credits). This

applies to all tables in this section. Students who withdrew from a course before the last day of the course are not

included.

Section 7

VII-13

Table 5.

Patterns of Science Course Enrollment in Grades 7-12,


0

50

100

150

200

250

No. of

Credits

Attempted

7 8 9 10 11 12

General

College Prep

Honors

Advanced

Placement

0

100

200

300

400

500

600

700

800

900

No. of

Credits

Attempted

African American European American


FACTMSSEM2.xlsx

Table 6.

Patterns of Social Studies Course Enrollment in Grades 7-12,


0

100

200

300

400

500

No. of

Credits

Attempted

7 8 9 10 11 12

General

College Prep

Honors

Advanced Placement

0

200

400

600

800

1000

1200

No. of

Credits

Attempted

African American European

American


FACTMSSEM2.xlsx

Section 7

VII-14

Table 7.

Listing of Activities in Grades 5 through 12 in 2009-10

Woodbury Middle School High School

Lunchtime Band

Chess Club

Chit Chat Club

Crazy Puzzles

Gameboard

Girls Book Club

Homework Buddy Club

Intramurals

Kid’s Crafts

Knitting Club

Mug Club

Open Computer

Open Library

Orchestra

Recycling Crew

Science Movies

Step, Stomp, Drill

Study Hall

Sudoku Puzzles

Swimming

After School Art Club

Computer Club

Drama Club D.R.U.M.

ELAD

Jazz Band

Kids Club P.L.U.S.

Poetry Club

Ropes of Thunder

Running Club

Science Club

Science Olympiad

Step-Stomp-Drill

Clubs/Organizations Art Club

Boys’ Discussion Group

Breakfast Book Club

Chess Club

Computer Experiences

Drama Club

Foreign Language Clubs

Future Teachers

Geography Bee

Girls’ Discussion Group

Golf Club

Honest Conversation

History Day

International Club

Intramural Club

Lego Club

Library Aides

Literary Magazine

Math Counts

Model United Nations

Multimedia & Technology

Music: Band, Chorus, Flute Choir,

Guitar Club, Honors Choir, Jazz

Band, Orchestra

Office Assistants

Orchestra

Peers as Models

Power of the Pen

Pride Group

Public Address Crew

Recycling Club

Scale Modelers’ Club

School Newspaper

Science Fair

Shaker M.S. Scholars

Ski Club

―Snacking‖ on Books

Spelling Bee

Stamp Collecting

Start Something Group

Student Council

Yearbook

Athletics Baseball (Boys’)

Basketball (Boys’ & Girls’)

Cheerleading

Cross Country/Track & Field

Field Hockey (Girls’)

Football

Lacrosse (Boys’ & Girls’)

Soccer

Softball (Girls’)

Swimming (Boys’ & Girls’)

Tennis (Boys’ & Girls’)

Volleyball

Wrestling

Weight Training

Clubs/Organizations Academic Decathlon

Acting Ensemble

African-American Culture

Association

The Alliance

American Field Service

(AFS1ISO)

Announcers-Public Address

Astronomy Club

Band and Jazz Programs

Book Talk Book Club

Breakfast Book Club

Cheerleaders

Chess Club

Choir/Chanticleers

Deaf Culture Club

Debate and Speech

DECA (Distributive Education

Clubs of America)

Environmental Club

Fencing Team/Club

Floetry Society

French Club

Future Educators of America

German Club

Gristmill

Hispanic Connections: Mano

en Mano

Interact

International Culture Club

Israeli Culture Club

Junior Council on World

Affairs (JCWA)

Latin Club

Math Club

Minority Achievement

Committee (MAC): MAC

Scholars and MAC Sisters

Modern Dance Club

Ohio Youth Voices

Orchestra

Paintball Club

Project Support

Radio Club

Raiderettes

Sankofa

SAY Prevention Group

Science Olympiad

Semanteme

Shakescenes

Sociedad Honoraria

Stage Crew

STAND

Student Council

Student Group on Race

Relations (SGORR)

Students for Choice

Students for God

Take Action

Theatre Productions

Thespian Society

Ultimate Frisbee Team

Video Productions

Women Helping Educate

Women (WHEW)

Worthing, England Exchange

Youth Ending Hunger

Youth Leadership Shaker

Men’s Athletics Baseball

Basketball

Cross Country

Football

Golf

Ice Hockey

Lacrosse

Soccer

Swimming

Tennis

Track

Wrestling

Women’s Athletics Basketball

Crew

Cross Country

Field Hockey

Golf

Lacrosse

Soccer

Softball

Swimming

Tennis

Track

Volleyball

Sources: Published lists of extracurricular offerings for each building & membership data files.

Section 7

VII-15

Table 8.

Numbers of Students Participating in Academic Extracurricular, Athletic/Related and

Service Programs in Grades 7-12,


264

314

41

262

295

70

111

196

278

154183 193

177

237

140

171

124

185

Academic/Subject Related Athletic Service-Related

7th

8th

9th

10th

11th

12th

Note: This is a duplicated count; some students were involved in several activities. Some academic/subject related

activities (e.g. Chanticleers) are not included because they were associated with courses for which students earned

credit. See table below.

Data Sources: Data files: HSMemberships20100406.xlsx; MSMemberships.xlsx; StuMast20100406.xlsx.

Table 9.

Number of Credits Students Attempted at Each Grade Level Enrolled in Performing Arts

Classes in the Shaker Heights High School, 2009-10

168 166

191

226

9 10 11 12

Grade Levels

Performing Arts

Classes

Source: Data files: HS SEM 1 ARTS.xlsx; HS SEM 2 ARTS.xlsx

Section 7

VII-16

Table 10.

Participation in Extracurricular, Athletic, and Performing Arts Classes Activities by

Race/Ethnicity and Gender, Grades 9-12 2009-108

Service Activities

Explanation:

Activities &

organizations

service to the school

or the community.

Examples: SADD,

SGORR, Student

Council

Athletic

Activities

Academic

Extracurricular

Activities

Explanation:

Activities &

organizations related

to academic

subjects. Examples:

Chess Club, World

Language Clubs,

Yearbook Performing Arts

Courses

Explanation:

Chorus, orchestra,

band, theater.

5%

59%

29%

2% 5% Asian

African-American

European-American

Hispanic

Multi-Racial

36%

64%

Boys

Girls

4%

41%

50%

1% 4%Asian

African-American

European-American

Hispanic

Multi-Racial

57%

43% Boys

Girls

8%

39%46%

2% 5% Asian

African-American

European-American

Hispanic

Multi-Racial

41%

59%

Boys

Girls

4%

35%

55%

2% 4% Asian

African-American

European-American

Hispanic

Multi-Racial

42%

58%

Boys

Girls

Data Sources: Data files: HSMemberships20100406.xlsx; MSMemberships.xlsx; StuMast20100406.xlsx.

8 A student who was involved in more than one activity counts for each activity in which he/she participated.

Section 7

VII-17

Table 11. School Building Facilities

Building Year

Built

Capacity

Sq. ft.)

Classrooms Library

Labs & Other

Special Facilities

Cafeteria* Auditorium Athletic Facilities Other Facilities

Boulevard

Elementary

1914 544

48,000

21 plus

1 art room

1 music room

1

Computer lab (1)

No

18,933 lunches

served

Yes

(doubles as indoor

gym)

Soccer field Indoor Gym

Ball field Playground Multipurpose room

Fernway

Elementary

1927 366

29,925

17 1

Computer lab (1)

No

18,517 lunches

served

Yes, but serves as art

and music rooms Blacktop play area

Playground

Indoor gym

Lomond

Elementary

1928 620

65,075

25 plus

1 art room

1 music room

1

Computer Lab (1) No

29,240 lunches

served

Yes

Soccer field Playground

2 Baseball fields Double-size

indoor gym

Learning Garden

Mercer

Elementary

1952 590

70,640

25 plus

1 art room

1 music room

1

Computer lab (1)

No

20,196 lunches

served

Yes Soccer field Playground

2 Baseball fields Double-size

indoor gym

Onaway

Elementary

1923 606

63,700

24 plus

1 art room

1 music room

1

Computer lab (1) No

15,806 lunches

served

Yes Playground

Indoor gym Multipurpose room

Woodbury

Elementary

1918 900

138,350

43 plus

2 art rooms

3 music rooms

1

Computer labs (4)

Science labs:

1 for 5-6

1 for K-4

Yes

73,821

lunches served

Yes

(doubles as indoor

gym)

Locker rooms 2 Indoor gyms

Track & Field Hockey/soccer/

Indoor pool lacrosse field

2 playgrounds

Band classroom

Choir classroom

Shaker Middle

School

1957 1000

133,400

46 plus

8 science

2 art rooms

3 music rooms

3 tutor rooms

1

Computer labs (4

full/6 half)

Science labs (8)

Yes

53,575 lunches

served

Yes Locker rooms 2 Indoor gyms

Indoor pool 2 Baseball fields

Soccer field 2 Tennis courts

Football field Track

Field hockey field

Band classroom

Building life skills

classrooms

Choir classroom

Shaker High

School

1931 2000

304,400

82 plus

10 science

4 art rooms

2 music rooms

1

Computer labs (6)

Science labs (10)

Art rooms (6)

Yes

73,095 lunches

served

Yes

One large, one small

stage under large

auditorium

Locker rooms 2 Indoor gyms

Track Fencing

Playing field Weight room

Football field 9 Tennis courts

2 Baseball fields

Band classroom

Choir classroom

Dance studio

Fencing room

Multipurpose

Room

Planetarium

Senior lounge

Weight room

* Source: Lunch data provided by food services supervisor.

Section 7

VII-18

Table 12.

Resources in the Shaker Heights City School District Library System in 2009-10

Building

Grade

Level Students

Professional

Staff Assistant(s)

Item

Count

Items per

Student Databases

Boulevard K-4 351 0.6 1 20255 58 17

Fernway K-4 357 0.4 1 17573 49 17

Lomond K-4 502 0.7 1 18129 36 17

Mercer K-4 421 0.7 1 17459 41 17

Onaway PreK-4 421 0.6 1 17210 41 17

Woodbury 5-6 820 1.4 1 27897 34 22

Middle

School 7-8 818 2 1 21549 26 23

High School 9-12 1705 2 1 26517 16 28

District Office PreK-12 0 2 2 N/A N/A N/A

Source: Shaker Heights City School District Library Media Office.

Section 7

VII-19

Table 13. Summary of Teacher School Climate Report for All Schools in the Shaker Heights City School District

Sections of Survey Summary of

Responses

Statements with greatest agreement or

most positive9

Statements with lowest agreement10

Statements about teachers’

experience in their school

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means range from

between strongly agree

& agree to between

agree & disagree.

Mean between strongly agree and agree

1. Teachers are respectful of parents.

2. Faculty & staff respect all races &

cultures.

3. My principal models respectful behavior.

4. The school environment is physically

safe for students and teachers.

5. Teachers help each other and work

together.

Mean between agree and neutral

1. Enforcement of rules are clear and

consistent.

2. Students treat each other with respect.

3. Students treat teachers with respect.

4. Students feel emotionally safe from

verbal abuse and teasing.

5. The administration has a clear vision for

the school.

School preparation of students

Ratings:

Minimally/not at all

Somewhat well

Very well

Extremely well

Means between

somewhat well and very

well

Means closer to well

1. To be ready for life at higher grades

2. To know how to learn

Means closer to somewhat well

1. To get along well with others

2. To be good citizens

Rating of school colleagues

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Mean ratings were all


and agree.

Statements in order of most to least

agreement.

1. They are very committed to teaching.

2. They are interested in what’s best for

students.

3. They think about students as individuals.

1. They have high expectations for all

students.

2. They believe they can appropriately

challenge the students they teach.

9 Statements are presented in order based on level of agreement, starting with the most agreement or most positive. 10 Statements are presented in order based on level of agreement, starting with least agreement or least positive.

Section 7

VII-20


Responses


most positive9


Reasons for individual discussions

with students

Options:

Never

Rarely

Sometimes

Often

Very often

Means ranged from

often to between often

& sometimes.

Often:

1. Good academic performance

2. Interests and things important to them

Between often & sometimes

1. Disrupting class

2. Their worries

3. Plans for the future

Feelings at the end of a typical

school day

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Agreement ranged from


& agree to between

agree & disagree

Agreement between strongly agree and agree

1. I like my students.

2. I’m passionate about teaching.

3. I feel successful in my job.

Agreement between agree and disagree

1. I feel frustrated /unappreciated in my job.

Obstacles to teaching

Options:

A big problem

A moderate problem

A minor problem

Not a problem

Mean responses ranged

from a problem to not a

problem

Least problematic

1. Instructional time lost to field trips

(grades 5-12 only)

2. Interruptions due to phone calls &

announcements

3. No time to converse with students

Most problematic

1. Students with discipline problems

2. Students with problems outside of school

3. Time taken up with paperwork

Ratings of colleagues’ teaching

Ratings:

Excellent

Good

Fair

Poor

Means ranged from

close to excellent to

between good & fair

Rated highest to lowest

1. Knowing their subject areas

2. Caring about students

3. Believing all children can learn

1. Maintaining discipline in the classroom

2. Teaching individual students according to

their different needs and abilities

Section 7

VII-21


Responses


most positive9


Dimensions of school climate

Ratings:

Excellent

Good

Fair

Poor

Means ranged from

between excellent &

good to between good

& fair

Most positively rated

1. Interpersonal relationships: Respect for

diversity

2. Teaching & learning: Support for

learning

3. Safety: Physical security

4. Physical surroundings

Least positively rated

1. Interpersonal relationships: Students

support each other

2. Institutional environment: School

connectedness & engagement

3. Leadership

4. Safety: Rules & norms

Section 7

VII-22

Table 14. Summary of Findings of Parent School Climate Report for all Schools in the Shaker Heights City School District

Sections of Survey High School Middle School Woodbury K-4 Schools

Description of Respondents 456 (31%) responses

Responses higher for

EA than AA

80% 1 child at SHHS

10th graders slightly

more represented

252 (31%) responses

Responses higher for EA

than AA

96% 1 child at SHMS

Comparable representation

at both grades

247 (30%) responses


than AA

92% 1 child at Woodbury

Comparable representation

at both grades

28% to 44% of parents

responded


than AA

>60% had 1 child at the

school

Representation among

grades varied

Expectations & learning

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Mean close to strongly

agree

Parents of AA agree

more

Means at agree

Parents of girls agree more

Parents of AA agree more

about expectations

Means close to strongly

agree

Means between agree &

strongly agree

Satisfaction with child’s school

experience

Ratings:

Very satisfied

Satisfied

Unsatisfied

Very unsatisfied

Mean close to satisfied

Parents of AA more

satisfied

Means at satisfied

Parents of girls more

satisfied

Means between satisfied &

very satisfied

Means between satisfied &

very satisfied

School communication

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree


disagree

Lowest mean:

communication about

child’s success

Means from agree to

between agree & disagree


Lowest mean:

communication about

child’s success


strongly agree except for

communication about

child’s success (lower)


strongly agree except for

communication about

child’s success (lower)

Section 7

VII-23


Communication of expectations &

feedback

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means at agree Means close to agree


Means close to agree Means between strongly

agree & agree

Parents’ receipt of information about

what child is studying & services for

parents & children

Most responded either

once or twice this year

or once every few

months

Most common response

for studying: More than 1

x/month


once or twice this year or

once every few months

about services

Most receive information

about what studying more

than 1 x/month

Most responded either once

or twice this year or once

every few months about

services

Most common response for

both: > 1 x/month

School’s openness to parents

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means between strongly

agree & agree

Means close to agree Means between strongly

agree & agree

Means between strongly

agree & agree

Parents’ receipt of invitations and talk

with teachers


once or twice this year

or once every few

months


once or twice this year or

once every few months



every few months



every few months

Safety, discipline, cleanliness & trust

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Mean responses close to

agree


agree

Parents of girls & 8th

graders agree more


agree

Parents of AA children

agree more regarding

cleanliness & fairness of

discipline

Mean responses between

strongly agree & agree

Section 7

VII-24


Frequency of school problems11

Ratings:

Never

Once in a while

Fairly often

Very often

Don’t know

Once in a while most

common response for all

Once in a while most

common response for all

Never most common

response for all but

bully/threaten other students

(once in awhile)

Never most common

response for all but

bully/threaten other students

(once in awhile)

Overall views

For secondary parents: Satisfaction

with school communication &

opportunities to be involved, and

agreement about school course &

extracurricular offerings

For elementary parents: Satisfaction

with school communication &

opportunities to be involved and

agreement about child looking forward

to school daily

Close to satisfied about

communication &

opportunities to be

involved

Agree that school offers

enough courses &

activities

Close to satisfied about

communication &

opportunities to be

involved

Agree that school offers

enough courses &

activities

Satisfied about

communication &

opportunities to be involved

Agree that child looks

forward to going to school

every day

Mean between very satisfied

& satisfied for

communication &

opportunities to be involved

Agree that child looks

forward to going to school

every day

11 Problems: 1. Students threaten or bully other students; 2) School staff are disrespectful of students; 3) There is racial or cultural bias by school staff; 4) There is conflict at

my child’s school based on race, cultures, religion, sexual orientation, gender or disabilities; 5) Students use alcohol or legal drugs during school (secondary only).

Section 7

VII-25

Table 15. Summary of Findings of Student School Climate Report for 4th

Graders in the Shaker Heights City School District

Sections of Survey Summary of Responses Statements with greatest agreement or most

positive12

Statements with lowest agreement or

least positive13

Statements about most

students in the school

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means ranged from between

strongly agree & agree to

disagree.

Most agreement

1. Try to do a good job on school work even

when it is boring

2. Help each other learn

3. Treat each other with respect

4. Do their share of the work on group projects

Most disagreement

1. Think it’s OK to cheat when others

are cheating

2. Like to put others down

3. Don’t really care about each other

4. Think it’s OK to fight with

someone who insults them

Statements about teachers

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means range from between

strongly agree & agree to agree.

.

Most agreement

1. Really care about me

2. Treat me with respect

3. Listen to students’ ideas

4. Ask me & other students to share our ideas

about what we are learning

Least agreement

1. Think all students can do really

hard work

2. Keep their promises

3. Help me make up work if I miss

school

4. Have a good reason when then tell

me not to do something

Agreement that there is at

least one teacher who:

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Mean range from between

strongly agree & agree to close to

agree.

Most agreement

Really cares about how I am doing in school

Less agreement

1. Would try to help me with a private

problem

2. Knows who my friends are


Section 7

VII-26

Sections of Survey Summary of Responses Statements with greatest agreement or most

positive12


least positive13

Statements about

experience at their school

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree



disagree.

Most agreement

1. Adults at [my school] take time to help

students.

2. I know people at [my school] who would

help me if I need it.

3. Adults at [my school] use the same rules for

all students.

4. [My school’s] students are expected to learn

really hard things so we will be ready for

the future.

Least agreement

1. I wish I went to another school.

2. Adults at [my school] are too

busy to give students extra help.

3. People at [my school] are like

family to me.

4. People at [my school] care if I

am absent.

Statements about classes

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree


strongly agree & agree to close to

disagree.

Most agreement

1. I work hard to do my best.

2. It is clear what I need to do to get good

grades.

3. The work we do in class is good preparation

for the tests we take.

4. Homework assignments help me learn.

5. Sometimes I get so interested in my work

that I don’t want to stop.

Least agreement

1. Problems outside of class keep me

from doing my best.

2. I often count the minutes until my

classes end.

3. I usually look forward to my

classes.

4. I learn a lot from my teachers’

comments on my work.

Statements about safety

Ratings:

Very safe

Mostly safe

Somewhat safe

Not safe

Means range from very safe to

close to safe.

Safest

1. In your classes

2. In the hallways & bathrooms of [school

name]

3. Outside around [school name]

Safe

1. On the [school name] playground

during recess

2. Traveling between home and

[school name]

Section 7

VII-27

Table 16. Summary of Findings of Student School Climate Report for Woodbury Students

Sections of Survey Summary of Responses Statements with greatest agreement or

most positive14


least positive15

Statements about most students

in the school

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

Means range from agree to

disagree.

Most agreement

1. Try to do a good job on school work

even when it is boring

2. Help each other learn

3. Do their share of the work on group

projects

4. Get into an argument when they disagree

with one another

Most disagreement

1. Think it’s OK to cheat when others are

cheating

2. Don’t really care about each other

3. Like to put others down

4. Stop & think before doing anything

when they get mad about something

5. Give up on solving a problem when it

is hard

Statements about teachers

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree



agree.

.

Most agreement

1. Often ask me to explain my answers

2. Really care about me

3. Really care about how I am doing in

school

Least agreement

1. Think all students can do really hard

work

2. Keep their promises


problem

4. Knows who my friends are

Agreement that there is at least

one teacher who:

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree



agree.

Most agreement:

Really cares about how I am doing in school

(AA agree more)

Less agreement


problem (AA agree more)

2. Knows who my friends are (EA agree

more)


Section 7

VII-28


most positive14


least positive15

Statements about experience at

their school

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree



disagree

Most agreement:

1. I know people at Woodbury who would

help me if I need it.

2. Adults at Woodbury use the same rules

for all students.

3. Woodbury’s students are expected to

learn really hard things so we will be

ready for the future.

Least agreement

1. I wish I went to another school.

2. Adults at [my school] are too busy to

give students extra help.

3. People at Woodbury are like family to

me.

Statements about classes

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree



agree

Most agreement

1. I work hard to do my best.

2. It is clear what I need to do to get good

grades.

3. The work we do in class is good

preparation for the tests we take.

4. I learn a lot from my teachers’ comments

on my work.

5. Homework assignments help me learn.

Least agreement

1. Problems outside of class keep me

from doing my best.

2. Sometimes I get so interested in my

work that I don’t want to quit.

3. I usually look forward to my classes.

4. I often count the minutes until my

classes end.

Statements about safety

Ratings:

Very safe

Mostly safe

Somewhat safe

Not safe

Means range from very safe

to safe

Safest

1. In your classes

2. In the cafeteria

3. In the hallways & bathrooms of

Woodbury

4. Traveling between home and Woodbury

Safe

3. On the Woodbury playground during

recess

4. Outside around Woodbury

How often teachers have asked

students to do certain kinds of

work

Most typical answer for all

types is 1 or 2 times.

Order from most often

1. Write a paper where you defended your

own ideas or point of view

2. Present something to your class about

something you studied (more often for

EA)

3. Write a research paper 2 or more pages

long (more often for EA)

Section 7

VII-29


most positive14


least positive15

How often talked to a teacher Most typical answer ranged

from 1 or 2 times to never

One or 2 times:

1. Problem you were having in class (more

often for AA)

2. Something that was worrying you (more

often for AA)

Never

Something that is important to you outside

of school (more extreme answers from

AA)

How often in trouble at school Most typical answer for all

was never

Order from most often:

1. Gotten into trouble in school

2. Been sent to the office

3. Parents contacted because in trouble

4. Been suspended

Frequency more often for:

1. African Americans

2. Boys

3. 6th graders

Section 7

VII-30

Table 17. Summary of Findings of Student School Climate Report for Middle School Students

Scale or Section of Survey Greatest agreement16 Least agreement17

Comparison with previous

year

Scale: Fairness & mutual respect

Median response: 75% of

possible score

(EA higher)

1. My principal models respectful

behavior. (AA agreed more;

EA girls agreed more than EA

boys but no difference between

AA)

2. I respect most of my teachers.

1. Faculty & staff value what

students have to say.

2. My school disciplines student

fairly.

Some increase in agreement

about all statements

Scale: Lack of safety


possible score

(Girls higher)

1. Students at my school spread

rumors, which causes

problems. (AA & girls agreed

more)

2. Students tease students outside

of class (restrooms, lockers,

hallways, cafeteria, etc.).

Boys touch girls in inappropriate

ways in school, and that is a

problem.


about all statements

Scale: School engagement


possible score

(AA boys higher than AA girls;

EA girls higher than EA boys)

1. At school I feel like I fit in.

2. Students at my school support

most extra-curricular activities

(not just sports).

1. Students in my school help one

another even if they are not

friends.

2. Students in my school treat one

another with respect. (AA girls

disagreed most)


about most statements,

especially statement about

students helping each other.

Statement about fitting in

changed little.


Section 7

VII-31



year

Scale: Safety and belonging


possible score

1. I feel physically safe outside of

the classroom (restrooms,

lockers, hallways, cafeteria,

etc.).

2. I feel emotionally safe enough

in my classes to participate &

to be myself.

At school I feel like I fit in.18

Little to no change in

agreement

Description of self as a student

Ratings:

Strongly agree

Agree

Disagree

Strongly disagree

1. I really want to learn.

2. I participate regularly in class.

1. I have skipped or seriously

though about skipping

school or a class. (EA

disagreed more;

disagreement least for AA

girls & most for EA girls)

2. It’s often hard to pay

attention in class because

I’m worrying about

problems outside of school.

(AA neutral; EA disagreed)

3. I often need extra help with

school work. (AA agreed

more than EA)

Greater agreement: I really

want to learn.

Less agreement: I have skipped

or seriously thought about

skipping school or a class.

One-on-one contact with teachers

Options:

Never

Once or twice

A few times this year

Several times this year

Most common reasons:

1. Good academic

performance

2. Not completing

assignments (more often for

AA & boys)

Least common reasons:

1. Worries (more often for

AA)

2. Poor academic performance

(more often for AA &

boys)

Little to no change in percent

choosing most common

response.

18 Lowest among 3 positively rated statements

Section 7

VII-32



year

Sources of help in learning

Options:

Help a lot

Help a little

Not at all

Most helpful:

1. More hands-on, cooperative

learning (more for AA)

2. Examples of how things I

learn matter in the real

world. (more for EA)

Least helpful:

1. More projects

2. If other students were more

accepting of me

No significant difference

How many teachers demonstrate

certain personal qualities

Options:

Most

Some

None

Most common qualities

1. Nice/kind

2. Wants students to learn &

succeed

Least common qualities

1. Acts/thinks like a student;

on the students’ level (more

often for AA)

2. Helpful/supportive with

personal issues (more often

for AA)

3. Relates to students on a

personal level

Section introduced in 2009-10


qualities that are not helpful to

learning

Options:

Most

Some

None

Most common qualities:

1. Assigns a lot of homework

(more for EA)

2. Talks all period

Least common quality:

Judges you/puts you down



qualities that are helpful to

learning

Options:

Most

Some

None

Most common qualities:

1. Helps you learn whenever you

need it

2. Explains things well, so you

understand (more for boys)

Least common quality:

Hands-on class activities (more

common for AA)


Section 7

VII-33



year

Student problems

Ratings:

A major problem

A problem

A minor problem

Not a problem

Greatest problems:

1. Rumors; talking about people

(More for AA & girls)

2. Behavior/horseplay in the halls

3. Bad language

4. Quality of the bathrooms

5. Bullying

6. Students not respecting

teachers

Smallest problems:

1. Need for a dress code

2. Safety

3. Racism; groups trashing other

groups

4. Quality of the cafeteria

5. Teachers in general (more a

problem for AA)

6. Discipline

7. Teachers not respecting

students


Section 7

VII-34

Table 18. Summary of Findings of Student School Climate Report for High School Students



year

Scale: Fairness & respect

Mean response: 2.921

(European Americans (EA) &

girls scored higher than boys &

African Americans (AA))

My principal models respectful

behavior. (EA agreed more.)


(Girls agreed more)

2. My school respects all races &

cultures. (EA agreed more)

3. Teachers at my school are

respectful of each other. (EA

agreed more)

Faculty & staff value what students

have to say. (EA agreed more.)

1. My school disciplines students

fairly.

2. Students are involved in

decisions that affect them. (AA

agreed more.)

3. Students are encouraged to say

what they think. (EA & girls

agreed more.)

Response patterns similar for all

statements.

Scale: Discomfort & disaffiliation

Mean response: 2.9

(Girls scored higher than boys.)

1. Substitutes are more like

babysitters than teachers; you

don’t learn from them.

(EA & girls agreed more)

2. Students at my school spread

rumors, which causes

problems.

(AA & girls agreed more)

1. Boys touch girls in

inappropriate ways in school,

and that is a problem. (AA &

girls agreed more.)

2. I have seen a situation where

one person has bullied another

in school. (EA & girls agreed

more.)


statements.

Scale: Teasing

Mean response: 3.0

(AA scored higher than EA.)

Students tease students outside of

class (restrooms, lockers, hallways,

cafeteria, etc.).

(AA agreed more)

Students tease each other in class.

(AA agreed more.)

Agreement more moderate than

previous year.

19 Statements are presented in order based on level of agreement, starting with the most agreement or most positive. 20 Statements are presented in order based on level of agreement, starting with least agreement or least positive. 21 Rating scale for all score scales: 1=Strongly disagree; 2=Disagree;3=Agree; 4=Strongly agree

Section 7

VII-35



year

Scale: Comfort & safety

Mean response: 3.2


(Girls agreed more)

2. I feel physically safe outside of

the classroom (restroom,

lockers, hallways, cafeteria,

etc.).

1. I feel emotionally safe enough

in my classes to participate &

be myself.

2. At school I feel like I fit in.


but one statement with lower

agreement: Most of my

teachers like me.

Academic challenge &

collaboration

Mean response: 2.5

(EA scored higher.)

1. Classes in my school are

challenging. (EA & girls agreed

more)

2. Students in my school care

about learning & getting a good

education. (EA agreed more)

1. Students in my school help one

another even if they are not

friends. (EA agreed more)

2. Students in my school treat one

another with respect.


statements.

Student problems

Scale:

A major problem

A problem

A problem

Not a problem

A problem:

1. The cafeteria—no freedom

2. Boring teachers (more for AA)

3. Student drama (more for AA &

girls)

A minor problem :

1. Dress code

2. Lack of security/safety (more

of a problem for AA & for AA

boys in particular)

Introduced as a set of fixed

choices in 2008-09

Distractions

Scale:

Frequent

Sometimes

Never/almost never

Most frequent:

1. How you are feeling—tired,

sleepy, hungry

2. Boredom

Least frequent:

1. Nuggeting22

2. The opposite sex

3. Friends

Introduced as a set of fixed

choices in 2008-09

22 When someone takes everything out of one’s backpack & turns the backpack inside out.

Section 7

VII-36



year

Description of self as a student

Rating:

Strongly agree

Agree

Disagree

Strongly disagree

1. I really want to learn.

2. I participate regularly in class.

(EA agreed more)

1. It’s often hard to pay attention

in class because I’m worrying

about problems outside of

school. (AA & girls agreed

more)

2. I have or seriously thought

about skipping school or a

class.23

Agreement with 2 statements

lower in 2009:

1. Thinking about

problems outside of

school

2. Skipping school or class

One-on-one contact with teachers

Options:

Frequent

Sometimes

Never/almost never

Most common reasons

1. Good academic performance

2. Things important to students

Least common reasons:

1. Disrupting class (more

common for AA & boys)

2. Poor academic performance

(more common for AA & boys)

3. Readiness for state tests (more

common for AA)

NA

Support for leaning

Options:

Help a lot

Help a little

Not at all

Most helpful:

1. More one-on-one attention

from teachers

2. More examples of how the

things I learn in school matter

in the real world.

3. More technology (more helpful

for boys)

Least helpful:

1. More projects

2. If other students were more

accepting of me (more helpful

for AA)

3. Classes that are more

challenging (more helpful for

AA)

NA

23 Most common reason: School was boring; least common reason: You were being bullied or harassed by other students.

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