Presentation on theme: "Student Survey Results and Analysis May 2010. Overview HEB ISD Students in grades 6 through 12 were invited to respond the Student Survey during May 2010."— Presentation transcript:
Student Survey Results and Analysis May 2010
Overview HEB ISD Students in grades 6 through 12 were invited to respond the Student Survey during May The survey was available to students online and accessible via the district’s website. An estimated 82% of students completed surveys resulting in a strong response and reliable information. Most survey items were presented as statements to which students rated the extent to which they agree. Students made their responses on the 4-point scale Strongly Disagree, Disagree, Agree, and Strongly Agree. The results are summarized as the percent of students who said they either Agree or Strongly Agree with each item. The following slides display summary of ratings for all items as rated by Elementary, Junior High, and High School students. The survey items assessed the following areas: General Perceptions and Relevance Respect and Responsibility Student Attitudes Perceptions of Teachers Classroom Activities Extracurricular Activities Preparation for the Real World Overall, Junior High and High School students tended to give lower ratings compared to the Elementary school students. Questions that had particularly low levels of students expressing agreement are highlighted.
Who responded to the survey? A total of 8,422 students responded to the survey, resulting in a high response rate of 82%. These students represented grades 6 through 12, with most grade levels comprising nearly equal proportions of respondents. However, 12 th grade contributed the smallest number of participants. The respondents represented diverse racial/ethnic backgrounds.
General Perceptions and Relevance Overall, Junior High and High School students were less likely to agree with each item on the survey. However, two findings stand out: Secondary students gave particularly low ratings with regard to the perceived relevance of what they learn to life outside of school. Less than 70% of all students felt they are challenged at school. ElementaryJunior HighHigh I feel safe at this school.91%83%89% I feel like I belong at this school.84%76%84% I feel successful at school.89%78%83% I find what I learn in school applies to life outside of school. 81%63%64% I understand how to apply what I learn at school to real-life situations. 89%75%77% This school is preparing me well for what I want to do after high school. 81%71%72% I feel challenged at this school.69%65%69% The work at this school is challenging.68%66%69%
Respect and Responsibility Overall, students indicated that they are treated with respect by their teachers, administrators, and school staff, but less so by their peers. Students, particularly at the Junior High level, indicated that students from different backgrounds are less likely to be respected. Most students see themselves as primarily responsible for what they learn. However, students were comparatively less likely to feel like they a choice in what they learn (secondary students) or opportunities to choose projects. ElementaryJunior HighHigh I am treated with respect by teachers.85%76%82% I am treated with respect by school administrators.93%82%86% I am treated with respect by the office staff.93%87%88% I am treated with respect by other students at this school.65%63%74% Students at this school respect other students with different backgrounds. 65%53%68% The person most responsible for what I learn is myself.93%87%90% The people most responsible for what I learn are my teachers. 69% 65% I feel like I am in charge of what I learn.74%57%56% Teachers encourage me to assess the quality of my own work. 91%81%78% I assess my own work.91%82%83% I have opportunities to choose my own projects.58%49%59%
Student's Attitudes Students generally expressed favorable attitudes towards school and learning, although Junior High students were least likely to give the highest ratings. Fewer than 70% of the Junior High students indicated that they like their school or like to learn; only half indicated that that school is fun. ElementaryJunior HighHigh I like this school.81%66%81% I think this is a good school.85%75%88% I like the students at this school.81%73%77% Students at this school like me.81% 86% I like to learn.81%69%81% Doing well in school makes me feel good about myself91%88%92% I am doing my best in school.93%80%76% Students at this school have opportunities to learn from each other. 86%79%85% Participating in extracurricular (additional non-academic) activities is important to me. 84%79%76% School is fun here.71%51%65%
Perceptions of Teachers Students responded to a number of items concerning perceptions of their teachers. The most favorable perceptions were reported by the Elementary students. Secondary students were less likely to think that they are known well, understood, or listened to by their teachers. They were also less likely to believe that teachers try to make learning fun. My Teachers…ElementaryJunior HighHigh expect students to do their best.96%90% expect me to do my best.98%94%93% are understanding when students have personal problems. 81%63%64% set high standards for achievement in their classes.95%88%85% help me gain confidence in my ability to learn.89%75%74% have confidence in me.93%84% know me well.81%61%59% listen to my ideas.76%62%66% care about me.90%76% make learning fun.79%59%62% are excited about the subject they teach.86%74%76% give me individual attention when I need it.78%70%77% challenge me to do better.91%82%79%
Classroom Activities The types of classroom activities that students report varied across school levels. Secondary students were less likely to state that they spend class time in class discussions, small group work, reading, or use computers. Fewer than 60% of the secondary students thought that the work they do in class is meaningful. In my classes, time is spent…ElementaryJunior HighHigh listening to the teacher talk.87%82%86% in whole-class discussions.73%63%59% working in small groups.71%63%60% reading.72%57%54% answering questions from a book or worksheet.86%81%79% working on projects or research.77%66%68% doing work that I find meaningful.77%59%56% using computers.68%54%55% I work well when… I am working on projects or research.80%70%69% the teacher is leading a discussion with the whole class.80%72%75% I am working in a small group.78%80%78% I am working by myself.72%68%78%
Extracurricular Activities ElementaryJunior HighHigh Athletics45%58%42% School Clubs23%22%31% Instrumental Music/Band/Orchestra/Suzuki strings20%31%13% Vocal Music/Choir27%22%6% Drama/Theater12%6%7% Not connected to any school club or extracurricular activity 29%20%31% Students reported whether they are involved in any extracurricular activities. While most students reported that they are involved in some activity, nearly one- third of high school students said they are not.
Preparation for the Real World Students in grades 9 to 12 responded to additional items concerning whether they feel ready for the real world. Greater proportions of students at the higher grade levels indicated that they felt ready for the real world with regard to each of the abilities queried. However, students were least likely to feel prepared with regard to mathematics, with 83% of seniors reporting that they feel prepared. I am ready for the real world in reference to…9th10th11th12th my ability to write.86%87%89%90% my ability to read.90%91%93% my ability with mathematics.79%81%82%83% my ability to communicate verbally.89% 92%93% my ability to make good choices.92%95%96%
Teachers as Role Models Students in grades 9 to 12 responded to two additional items concerning teachers they have had. Most students stated that they have had at least one teacher who is an important mentor or role model. However, less than two-thirds of Junior High students and less than three-quarters of High School students say that their teachers have been models of integrity. Junior HighHigh I have had at least one teacher who I view as an important mentor/role model in my life. 80%86% Overall, my teachers have been models of integrity for me. 64%74%
Conclusions Many students do not feel challenged at school. Secondary students do not see the relevance of what they are learning to life outside of school. Few students state that they have opportunities to choose their own projects or feel that they are in charge of what they learn. However, the majority of students do acknowledge that they are primarily responsible for their learning. Junior High students were least likely to like school, like to learn, or think that school is fun. They also felt that teacher do not try to make learning fun. Some students felt disconnected from their teachers. Many secondary students were less likely to feel that their teachers know them well, listen to their ideas, or have an understanding when students have personal problems. Overall, Junior High and High School students provided less favorable rating than did the elementary students. Some areas of particular note include:
Conclusions (continued) The types of classroom activities reported by students varied across school levels, most likely due to the pedagogy prevalent at the different levels. Most students reported being involved in some sort of extracurricular activities; the highest reported rate of non-involvement occurred at the high school level. Students reported feeling more prepared for life after school at the higher grade levels. Most students reported having had at least one teacher who is an important role mentor or role model.