Presents evidence and logic for school climate’s positive correlation with academic achievement. Examines evidence for and describes characteristics of the school climate variables of “Safety”, “Support, Care, and Connections”, “Challenge and Engagement”, and “Social Emotional Competency”.
Describes guides, briefs, tools, and websites that support improvements in school climate. Includes guidance for programmatic intervention, measures, school climate (engagement, environment, and safety), and special populations.
Explores the behavioral, emotional, and cognitive dimensions of student engagement and the role peers, educators, school environments, parents and communities play in helping students become invested in their own learning. The report finds that an educational system that more meaningfully engages students requires additional action from state policymakers.
Summarizes the AZ Safe and Supportive Schools Model and provides additional information to interested stakeholders about participating schools, Leadership Core Team (LCT) information, and programs and interventions.
Promotes better policy and practice around school attendance, including tracking chronic absence data for each student beginning in kindergarten, or ideally earlier, and partnering with families and community agencies to intervene when poor attendance is a problem for students or schools.
Examines the change process in a diverse, purposive sample of schools receiving federal School Improvement Grants (SIGs) from 2010–11 to 2012–13. The report uses case studies to describe the characteristics of the schools, the decisions and strategies that the schools and their districts undertake, and the challenges they face in attempting to dramatically improve school performance.
Presents an interactive website which disaggregates national data on chronic absenteeism by geography, ethnicity, disability status, and school level. The data reveal a striking picture of how many students missed three weeks or more during the 2013-14 school year.