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.
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.
