Event Title

A District-wide Assessment on Improving School Environment and Discipline

Mentor 1

Elizabeth Drame

Location

Union Wisconsin Room

Start Date

24-4-2015 10:30 AM

End Date

24-4-2015 11:45 AM

Description

This study looks into non-school factors, such as student engagement in extracurricular activities, discipline disparities and communication and their impact on a students’ likelihood to succeed in school. Bower hypothesizes that “non- school factors” can influence a student’s performance in academics and behavior (Bower 2011). This study conducts a district-wide analysis of a high school’s climate and discipline data in a school district in Wisconsin to address the lack of involvement and engagement of Black students in the overall school community. Some questions explored include: What cultural behaviors and expectations are in place that may impact this? High school is a landmark time for adolescents so the general atmosphere, or climate, of the high school is crucial. Through surveys, focus groups, and data retreats this study is informing the high school’s efforts to improve the overall climate. Initial findings include disproportionate experiences by race including but not limited to: different punishment for the same or similar offense, extracurricular opportunities not being translated properly to other languages or at all, low morale of staff on sympathizing or aiding minority students with issues, and excessive equity initiatives being put in place to increase equity. These initiatives are in effect to aid the current disparities that exist between students of color and white students and increase the participation of minorities in the school community. The effectiveness of previous equity initiatives has been inconsistent. This research is still in its early stages in its second year and is ongoing.

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Apr 24th, 10:30 AM Apr 24th, 11:45 AM

A District-wide Assessment on Improving School Environment and Discipline

Union Wisconsin Room

This study looks into non-school factors, such as student engagement in extracurricular activities, discipline disparities and communication and their impact on a students’ likelihood to succeed in school. Bower hypothesizes that “non- school factors” can influence a student’s performance in academics and behavior (Bower 2011). This study conducts a district-wide analysis of a high school’s climate and discipline data in a school district in Wisconsin to address the lack of involvement and engagement of Black students in the overall school community. Some questions explored include: What cultural behaviors and expectations are in place that may impact this? High school is a landmark time for adolescents so the general atmosphere, or climate, of the high school is crucial. Through surveys, focus groups, and data retreats this study is informing the high school’s efforts to improve the overall climate. Initial findings include disproportionate experiences by race including but not limited to: different punishment for the same or similar offense, extracurricular opportunities not being translated properly to other languages or at all, low morale of staff on sympathizing or aiding minority students with issues, and excessive equity initiatives being put in place to increase equity. These initiatives are in effect to aid the current disparities that exist between students of color and white students and increase the participation of minorities in the school community. The effectiveness of previous equity initiatives has been inconsistent. This research is still in its early stages in its second year and is ongoing.