ERIC Number: ED308225
Record Type: Non-Journal
Publication Date: 1989-May
Reference Count: N/A
School Climate, Academic Performance, Attendance, and Dropout.
Gottfredson, Gary D.; Gottfredson, Denise C.
Correlates of the teacher scales from the Effective School Battery (ESB) were examined in the Charleston County School District (CCSD) in South Carolina. Focus was on determining the relations between the ESB teacher scales and student academic achievement, progress through the grades, attendance, and dropout. This study was conducted as part of a collaborative effort of the CCSD and university researchers to increase understanding of grade retention and dropout in the district and to devise a plan to ameliorate these problems. The ESB assesses several dimensions of school climate by supplementing traditional academic achievement testing program data with indicators of other important organizational outcomes. Links were examined between the teacher scales and several measures of school academic outcomes and student attendance in 42 elementary schools and between 11 and 18 middle schools and high schools. Student surveys of the ESB were not examined. The ESB teacher surveys measured nine dimensions of school psychosocial climate and seven characteristics of the teacher population. Results show that the ESB scales were related to academic performance, especially in the elementary grades; to attendance; and to dropout in the middle schools and high schools. These correlations often persisted when statistical controls for student ethnic composition and economic status were applied. Scales with relatively consistent and sizable correlations with salutary educational outcomes were safety, morale, planning and action, resources, parent-community involvement, personal security, and classroom orderliness. Twenty-four tables provide study data (focusing on grades 1, 2, 3, 6, 8, and 10), and two figures list the ESB teacher scales. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Charleston County School District, North Charleston, SC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A