Advancing a Conceptual and Empirical Model of School Climate for School Staff in California

ABSTRACT

School climate is increasingly intertwined with efforts to create safe schools and improve social-emotional learning and academic outcomes. While current definitions of school climate implicate the decisions and actions of school staff members, the majority of school climate research focuses on the perspectives of students. This study presents an adapted model of school climate that focuses on the experiences of school staff members, and is one of the first empirical studies to explore a statewide data set of responses from staff members in California public schools. Results suggest that there are meaningful differences in the experiences of school climate for different staff members and that these differences should guide the assessments of school climate and changes to policies and procedures that may influence climate.     

Ignoramus, Ignorabimus? On Uncertainty in Ecological Inference

Thomas Gschwend Center for Doctoral Studies in Social and Behavioral Sciences, University of Mannheim, D7, 27, 68131 Mannheim, Germany e-mail: gschwend{at}uni-mannheim.de Ron J. Johnston School of Geographical Sciences, University of Bristol, Bristol BS8 1SS, UK e-mail: r.johnston{at}bristol.ac.uk e-mail: elff{at}sowi.uni-mannheim.de (corresponding author) Models of ecological inference (EI) have to rely on crucialassumptions about the individual-level data-generating process,which cannot be tested because of the unavailability of thesedata. However, these assumptions may be violated by the unknowndata and this may lead to serious bias of estimates and predictions.The amount of bias, however, cannot be assessed without informationthat is unavailable in typical applications of EI. We thereforeconstruct a model that at least approximately accounts for theadditional, nonsampling error that may result from possiblebias incurred by an EI procedure, a model that builds on thePrinciple of Maximum Entropy. By means of a systematic simulationexperiment, we examine the performance of prediction intervalsbased on this second-stage Maximum Entropy model. The resultsof this simulation study suggest that these prediction intervalsare at least approximately correct if all possible configurationsof the unknown data are taken into account. Finally, we applyour method to a real-world example, where we actually know thetrue values and are able to assess the performance of our method:the prediction of district-level percentages of split-ticketvoting in the 1996 General Election of New Zealand. It turnsout that in 95.5% of the New Zealand voting districts, the actualpercentage of split-ticket votes lies inside the 95% predictionintervals constructed by our method. Authors' note: We thank three anonymous reviewers for helpfulcomments and suggestions on earlier versions of this paper.An appendix giving some technical background information concerningour proposed method, as well as data, R code, and C code toreplicate analyses presented in this paper are available fromthe Political Analysis Web site. Later versions of the codewill be packaged into an R library and made publicly availableon CRAN (http://cran.r-project.org) and on the correspondingauthor's Web site.     

Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed.     

Is Charter School Competition in California Improving the Performance of Traditional Public Schools?

A premise of charter school initiatives has been that these schools have direct benefits for the students attending them and indirect benefits for other students by creating competition for traditional public schools to improve their performance. This study uses a two-pronged approach to assess whether California charter schools are having indirect effects on students in traditional public schools. First, we examine how traditional public school principals react to the introduction of charter schools. Second, we assess whether competition from nearby charters is affecting student achievement outcomes for students that remain in traditional public schools. The survey results show that traditional public school principals felt little competitive pressure from charters. Similarly, the student achievement analysis shows that charter competition was not improving the performance of traditional public schools. These results suggest that California charter schools are having little effect on the climate of traditional public schools.     

The Interplay of Loneliness and Depressive Symptoms Across Adolescence: Exploring the Role of Personality Traits

Based on current theories of depression, reciprocal links between loneliness and depressive symptoms are expected to occur. However, longitudinal studies on adolescent samples are scarce and have yielded conflicting results. The present five-wave longitudinal study from mid- to late adolescence (N=428, M age at T1=15.22 years; 47% female) examined the direction of effect between loneliness and depressive symptoms, using cross-lagged path analysis. In addition, the robustness of these prospective associations was tested by examining the role of the Big Five personality traits (i.e., extraversion, conscientiousness, agreeableness, neuroticism, and openness) as explaining factors and moderators. Results indicated that loneliness and depressive symptoms influenced one another reciprocally, and these reciprocal associations were not attributable to their mutual overlap with personality traits. In addition, neuroticism was found to be a moderator, in that the bidirectional effects between loneliness and depressive symptoms were only found in adolescents high in neuroticism. Practical implications are discussed, and suggestions for future research are outlined.     

Social Coping by Masking? Parental Support and Peer Victimization as Mediators of the Relationship Between Depressive Symptoms and Expressive Suppression in Adolescents

Expressive suppression is regarded as a generally ineffective emotion regulation strategy and appears to be associated with the development of depressive symptoms among adolescents. However, the mechanisms linking suppression to depressive symptoms are not well understood. The main aim of this study was to examine two potential mediators of the prospective relationship from depressive symptoms to expressive suppression among adolescents: parental support and peer victimization. Structural equation modelling was used to construct a three-wave cross-lagged model (n?=?2,051 adolescents, 48.5?% female, at baseline; 1,465 with data at all three time points) with all possible longitudinal linkages. Depressive symptoms preceded decreases in perceived parental support 1?year later. Decreases in parental support mediated the relationship between depressive symptoms and increases in expressive suppression over a 2-year period. Multi-group analyses show that the mediation model tested was significant for girls, but not for boys. No evidence for other mediating models was found. Although initial suppression preceded increases in depressive symptoms 1?year later, we did not find any evidence for the reversed link from suppression to depressive symptoms. Clear evidence for a reciprocal relationship between depressive symptoms and parental support was found. However, only limited and inconsistent support was found for a reciprocal relationship between depressive symptoms and peer victimization. Finally, although some evidence for a unidirectional relationship from parental support to increases in suppression was found, no significant prospective relationship was found between peer victimization and suppression. The implications of our clear results for parental support, and mostly lacking results for peer victimization, are discussed.     

Reviews and notes

Visions of Emancipation: The Italian Workers’ Movement since 1945, by Joanne Barkan. New York: Praeger, 1984.

Socialism in History: Political Essays of Henry Pachter, edited by Stephen Eric Bronner (New York: Columbia University Press, 1984).

The Anatomy of Job Loss: The How, Why and Where of Employment Decline. Doreen Massey and Richard Meegan. (N.Y.: Methuen, 1982. Pp. viii + 258.)

Shutdown at Youngstown: Public Policy for Mass Unemployment. Terry F. Buss and F. Stevens Redburn. (Albany: State University of New York Press, 1983. Pp. xv + 219.)

The Fight Against Shutdowns: Youngstown's Steel Mill Closing. Staughton Lynd. (San Pedro: Singlejack Books, 1982. Pp. xx + 244.)

Critical Studies in Organization and Bureaucracy. Frank Fischer and Carmen Sirianni, eds. Philadelphia: Temple University Press, 1984.

The Politics of Terrorism. Michael Stohl, ed. 2nd ed., rev. and expanded. New York and Basel: Marcel Dekker, 1983. 473 pp.

The State as Terrorist: The Dynamics of Governmental Violence and Repression. Michael Stohl and George Lopez, eds. Westport, Conn.: Greenwood Press, 1984. 202 pp.