Linking Student Wellbeing, Attendance, Behavior, and Assessment Data through Structural Equation Modeling

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Abstract

Student engagement, self-efficacy, school climate, and sense of belonging significantly influence key performance outcomes such as assessment results, chronic absenteeism, and suspension rates. In response, many school districts implement multiple programs targeting these factors, often simultaneously. While student perception surveys—when administered with fidelity—provide valuable insights into students’ experiences and the perceived effectiveness of these initiatives, evaluating the collective impact of overlapping programs remains a complex task for school districts. This paper uses a Structural Equation Modeling (SEM) approach to assess the relationships between student perceptions and performance outcomes. The findings help identify which programs demonstrate measurable impact, enabling districts to refine their efforts by reinforcing effective strategies and reallocating resources where needed to maximize benefit across the school community.

Authors

• Davie Store, Kent ISD

• Gavin Vance, Kent School District

• Stephen Petros, Grand Rapids Public Schools

• Peter A. Walblay, Grand Rapids Public Schools

• Jennifer Rotach, Kent ISD

• Daeja Marzette, Kent Intermediate School District