Students - Indiana Pathways to College Network

Student Engagement What students do– time and energy devoted toeducationally purposefulactivities What schools do– using effective educationalpractices to induce studentsto do the right things

Research on High School StudentEngagementStudents with increasedengagement in schoollearning are lessalienated from theirschools and have higherlevels of academicachievement.(Norris, Pignal, , & Lipps, , 2003)

Research on High School StudentEngagementPromotes persistenceFosters integration intoschool culture andparticipation inextracurricular activitiesNurtures school climatesupportive of achievingeducational goalsServes as processindicators of variousstudent outcomes

Why a High School Survey ofStudent Engagement?Enhance schoolimprovement effortsIdentify process indicatorsthat lead to desiredoutcomesSupplement high stakestest resultsAdd a new dimension tothe school’s s assessmentstrategiesCompile systematicnational data on goodeducational practices

HSSSE Administration Anonymous survey in 9 th -12grades12 thAdministered by teachers(homeroom or extended classperiod)Average administration time20 minutesReturned to IU for scanningand analysisCustomized school reportsdistributed to schools

HSSSE School ReportOverview of 2005 ResultsUsing HSSSE DataRespondents at a glanceFive frequency reports onyour school’s s resultscompared with all otherHSSSE respondents– Overall– By grade level– By instructional track– By race– By genderMeans on all items comparingyour data with national meansCD with school data and codebook for additional analyses

HSSSEandSchool Improvement Efforts

The HSSSE datapertain to school featuresthat can be altered.

Promoting Student EngagementWith data on the extent that students are engaged ineducationally purposeful activitiescompared to national averages . . .Educators canidentify strategies toincrease the mostvalued activities

HSSSE reports will not identifyspecific schools or districts.HSSSE results are notintended to replaceperformance test data.

HSSSE 2005:Selected Findings

Respondents by Type of School DistrictLocationHSSSE RespondentsLarge City (>250,000 pop.) 12%Mid-size City (25,000 pop.) 1%Small town (

Respondents by Race/EthnicityMulti-racial5%Prefer notto respond3%White68%Latino5%AmericanIndian1 %Asian5%AfricanAmerican1 3%

Instructional Track of Respondents by Race/EthnicityGeneral/RegularSpecialEducationCourses forCollegeCreditHonors/CollegePrepCareer/VocationalDon'tknowLatino 65% 4% 3% 13% 2% 14%AmericanIndian54% 11% 3% 16% 5% 11%Asian 46% 1% 6% 38% 1% 7%AfricanAmerican68% 3% 4% 16% 2% 6%White 58% 2% 3% 30% 2% 5%Multiracial 62% 3% 4% 23% 1% 7%Prefer notto respondTotalrespondents46% 4% 3% 29% 2% 16%59% 2% 3% 27% 2% 6%

45%40%35%30%25%20%15%10%5%0%39%30%1% 0%Educational Aspirations ofRespondents by Gender40%38% 39%35%10%9% 10%8%7%5%7%9%Male Female Total1%9%Will not finish highschoolHS diploma/Certicateof completion2-year college degree4-year college degreeMaster's degree orhigherDon't know

What percent ofstudents come toclass with readingsor assignmentscompleted?Very often 50 %Often 31 %Sometimes 16 %Never3 %

Coming to class with assignments preparedis the behavior most highly correlated with anumber of positive attitudes, such astaking pride in school work,valuing school rewards,putting forth a great deal of effort atschool, andplacing a high value on learning.

Students feel preparedfor their high school classes,but are they prepared for successin college or the workplace?

What percent ofstudents spend3 hours or lessa week reading?AssignedPersonal-Print80 %77 %Personal-Online84 %

What percent ofstudents havewritten no papersduring the schoolyear?5 pages or longer 36 %3-5 pages 12 %less than 3 pages 4 %

What percent ofstudents havewritten more than 3papers during theschool year?5 pages or longer 17 %3-5 pages 39 %less than 3 pages 69 %

Number of Papers More Than 5 Pages Long Written byRespondents by Grade LevelNumber of written papersGrade level9th 10th 11th 12thTotalrespondents0 44% 40% 30% 24% 36%1 21% 22% 25% 25% 23%2-3 19% 22% 26% 29% 24%4-5 7% 8% 9% 11% 8%6-7 3% 3% 4% 4% 4%8-10 2% 2% 2% 3% 2%11-14 1% 1% 1% 1% 1%15-19 0% 0% 1% 1% 0%20+ 2% 2% 1% 2% 2%

Comparing HSSSE results to datafrom college surveys reveals thathigh school students are reading andwriting far lesslthan will be expectedin college; yet most high schoolstudents say they will enroll in sometype of higher education.

Time Spent Per Week in Selected ActivitiesActivitiesPercentage of respondents devoting 0 to 20+ hours per week0 1 2 3-4 5-7 8-10 11-15 16-19 20+Preparing for class 6% 14% 12% 18% 20% 13% 10% 2% 4%Doing volunteer work 54% 17% 11% 10% 5% 2% 1% 0% 1%Working for pay 40% 6% 6% 10% 9% 7% 8% 3% 10%Watching television 5% 9% 10% 19% 20% 15% 11% 2% 9%Participating inschool-sponsored activitiesChatting or"surfing" online36% 8% 7% 9% 10% 10% 12% 3% 5%22% 15% 11% 14% 14% 10% 7% 2% 6%Socializing with friends 5% 5% 6% 14% 20% 18% 14% 4% 13%Playing video games 49% 13% 8% 9% 8% 5% 3% 1% 4%Exercising 17% 15% 13% 18% 18% 9% 5% 1% 3%Talking on the phone 14% 23% 13% 14% 13% 8% 6% 2% 7%

Time Spent Per Week Working for PayGrade levelPercentage of respondents devoting 0 to 20+ hours per week0 1 2 3-4 5-7 8-10 11-15 16-19 20+9th 46% 9% 9% 13% 11% 6% 3% 1% 3%10th 44% 7% 7% 10% 10% 7% 6% 2% 6%11th 35% 5% 5% 8% 9% 8% 11% 5% 14%12th 29% 3% 3% 6% 7% 8% 13% 6% 24%Total respondents 40% 6% 6% 10% 9% 7% 8% 3% 10%

What percent ofstudents are notinvolved in anyschool-relatedactivities?AfricanAmericans41 %Asians 33 %Whites 34 %Latinos 51 %

What percent ofstudents work withother students onprojects/assignmentsoutside of class?Very often 6 %Often 15 %Sometimes 47 %Never 33 %

What percent ofstudents said theyreceive promptfeedback fromteachers onassignments?46%Very oftenOftenSometimes17 %33 %41 %Never 9 %

Responses to "I Feel Supported and Respected byTeachers"50%40%41%30%20%23%25%10%7%5%0%St ronglyagreeAgree Neutral Disagree Stronglydisagree

Respondents who strongly agreed (23%) thatthey are supported and respected by teachersdiffered in many respects from the students whostrongly disagreed (5%). Those stronglyagreeing were far more likely to say: they take pride in their school work (86%compared to 28%), what they learn at school is useful (75% to 19%),they have opportunities to ask teachersquestions about their school work (89% to 25%),andthey are challenged to do their best work atschool (75% to 18%).

Two thirds of the students whostrongly disagreed that theyare supported and respectedby teachers were males.

What percent ofstudents agree orstrongly agree that theyvalue the rewards theyget at school?Males 65 %Females 78 %Regular/General69 %Honors/College prep82 %

70%60%50%40%30%20%10%0%Students by Race Who Never orOnly Sometimes Contributed toClass Discussions57%54%46%40% 42% 43%LatinoAmerican IndianAsianAfrican AmericanWhiteTotal respondents

Almost half (49%) of all respondents indicated that they have avoice in making classroom decisions. Students who stronglyagreed (16%) reflected different attitudes toward their schoolexperience than did students who strongly disagreed (6%) thatthey have such a voice. Those strongly agreeing were far morelikely to indicate that:they are supported and respected by teachers (81% comparedto 25%), what they learn at school is useful (73% to 23%), they feel safe at school (69% to 25%), they worked harder than they expected to work in school (59%to 26%),they take pride in their school work (86% to 34%) and they place a high value on learning (90% to 36%).

What percent ofstudents agree or 46%strongly agree that theyput forth a great deal ofeffort on school work?AfricanAmericans60 %Asians 60 %Whites 53 %Latinos 52 %

Students by Gender Reporting Conversationswith Students of a Different Race or Ethnicity60%50%40%30%20%10%0%53%40%26%25%23%19%9%5%MaleFemaleNever Somet imes Often Very oft en

What percent ofstudents said thatviews of different races,religions, genders, orpolitical beliefs areconsidered in classdiscussions orassignments?Very often 12 %Often 25 %Sometimes 45 %Never 18 %

What percent ofstudents agree orstrongly agree thatthe things they learnat school are useful?AfricanAmericansAsiansWhites58 %62 %51 %Latinos 60 %

What percent ofstudents agree orstrongly agree that thethings they learn atschool are useful?Regular/GeneralHonors/College prepCareer/Vocational51 %58 %48 %

What percent ofstudents agree orstrongly agree that theyfeel safe at school?AfricanAmericans41 %Asians 56 %Whites 60 %Latinos 41 %

Students by Race/Ethnicity Who Agreedor Strongly Agreed They Feel Safe inSchool70%60%50%51%45%56%41%60%47%40%30%20%10%0%LatinoAmerican IndianAsianAfrican AmericanWhiteMultiracial

How much emphasis does my schoolplace on:recognizing academicexcellence?recognizing athleticachievement?Very muchQuite a bit27 % Very much 41 %36 % Quite a bit 31 %Some28 %Some20 %Very little9 %Very little9 %

Students' Perceptions of School Contributions to Their Knowledge,Skills, and Personal Development in Selected Areas% indicating their school experiencecontributed substantially (quite a bit or verymuch) to personal gainsWriting effectively 67%Learning on your own 65%Working well with others 64%Preparing for college 64%Thinking deeply and critically 61%Using computing and information technology 61%Speaking effectively 59%Developing clear career goals 51%Developing personal values 50%Learning work-related skills 50%Understanding people of other racial and ethnicbackgrounds49%Understanding yourself 49%Solving real-world problems 45%Making your community a better place 34%

You learn from HSSSE data that your studentsare far below the national average in terms ofworking with classmates on projects outsideclass. They also are below the national norm inhaving serious conversations with classmatesof different backgrounds and ideologies (eventhough your school has a diverse studentpopulation).To address both of these findings, teachersdecide to assign more collaborative projectsthat require students to meet outside of classin groups that reflect diversity based on race,gender, ideology, etc. In addition, beforeundertaking the group projects, students willreceive instruction in communication skills andstrategies for effective collaborative work.

The HSSSE results indicate that almost allstudents (90%) in your school have Internetaccess at home, and all have such access atschool, but only 30% have communicatedwith a teacher by email during the schoolyear.Your staff decides to implement a closedemail system in which students can easilycommunicate with their teachers but not withclassmates. Within weeks after implementingthe system, 60% of your students arecontacting teachers by email to discussassignments or ideas from their classes.

You find that 55% of your students arespending three hours or less per weekpreparing for class. Teacher and studentgroups have brainstormed about this andoffered several strategies to increase suchpreparation time and make it more effective.Among strategies that will be implementedare: brief quizzes over homework at thebeginning of class on a random basis,periodic bonus questions on assignedreadings, and a homework hot line (operatedby volunteer staff members and NationalHonor Society students) to providehomework assistance during designatedhours each evening.

Using HSSSE DataAreas ofEffectiveEducationalPracticeAreas forSchoolImprovement Discover current levels ofengagement (school, grade level,gender, etc.) Determine if current levels aresatisfactory (criterion reference,normative, or peer comparison) Target areas for improvementand modify programs andpolicies accordingly Teach and reinforce to studentswhat educational processes arerequired to “succeed” Monitor student and schoolperformance