Exploring Superintendents' Beliefs About School Climate Data: Perspectives on What Can and Can't Be Done

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Using Data in Decision Making: Policy and Practice

Abstract

Educational leaders are increasingly expected to use school climate data to improve outcomes and promote equity for all learners. This paper presents the qualitative results from a mixed-methods study. Using latent class analysis, we identified three subgroups in the quantitative data that were further explored through in-depth semi-structured interviews. Qualitative analysis supported the three groups, labeled “true believers” “still questioning” and “remains skeptical,” exemplifying a range of beliefs towards school climate assessment, affecting processes and potential. Implications for school and district improvement under the California continuous improvement model relies on stakeholders believing in the value of school climate data and trusting its uses to effect change to address economic and racial justice in public schools.

Authors

• Anji Buckner, San José State University

• Brent Duckor, San José State University

• Roxana Marachi, San Jose State University