Racial Equity in Independent Schools: Examining the Relationships Between School Climate, Student Engagement, and Achievement

• In Event: Education Research Service Project Invited Poster Session

Abstract

Research on independent schools is surprisingly sparse, given their cultural position in the American educational landscape. Research shows that independent schools often positively add to students’ academic achievement but can be contentious sites for Black students and other traditionally marginalized students. Our study partners local researchers with an independent school, serving students from preschool through 12th grade, to address the school’s questions of racial disparities in student achievement and school engagement, as well as the social and cultural processes that enable those disparities. We employ a QUAN-qual multi-method approach for the outlined research questions. The school supplied the quantitative data for initial analysis, including assessment scores, course grades, and prior survey results. Researchers gathered qualitative data via 11 strategic focus groups with students, alumni, and staff. The project produced a report for school leaders, a presentation for school stakeholders, and a series of recommendations. Findings will also inform the development of future professional development opportunities for school personnel. This project seeks to encourage all independent schools to engage in practices examining faculty cultural competency, student engagement, and school climate to improve achievement for all students.

Author

• Kelly Harris, Washington University in St. Louis, School of medicine