Name of Report: State Report Card : Selected School Climate SALT Survey Student Findings
Organizational Affiliation: Information Works!
Author: Rhode Island Department of Education and The National Center on Public Education
Date: 2003
Contact Information: Rhode Island Department of Education
225 Westminster Street
Providence, RI 02903
401-222-4600 ext. 2182 (telephone)
Pages: 4
Content Summary
Administered annually to parents, students, and teachers, the SALT survey responses are used to calculate the “learning support indicator” for schools. This report uses the information from student surveys only and shows their responses (as “percentages reporting“) to indicators which are also compared with the Rhode Island state average. The indicators include the percent of students who feel they can talk to a teacher or other staff member about personal or family problems most of the time or always, the percent of students who feel they can talk to a teacher or other staff member about academic issues most of the time or always, students who report that getting along with teachers is a moderate to big problem, students who report that they were robbed one or more times in school, students who report being teased or bothered by other students is a moderate to severe problem, and students who report that someone tried to sell them drugs one or more times in school. Tables are ranked by the percentages of students who reported that they can talk to a teacher or other staff member about personal or family problems most of the time or always and show the progress of Rhode Island secondary schools have made in adhering to the Board of Regents mandate of the “personalization” of learning environments.
Major Findings
State-operated middle schools and high schools score at the top of the charts as they have the highest percentage of students who report that they could talk to teachers or other staff members about personal or family issues. The geographic distribution of results yields no significant data; schools in high minority districts such as Providence do not report strikingly dissimilar data from that of schools in economically thriving or low-minority populated areas such as Barrington. Although areas such as Barrington are higher ranked on this scale, the actual percentage point difference for the different indicators is not egregious though evident.
Unaddressed Issues Or Concerns
For its purposes, this report was straightforward and informative. Perhaps a separate section grouping low-scoring schools by district would have been helpful for data analysis.
Reference List
N/A
How to Access Report
http://infoworks.ride.uri.edu/2003/state/8-schoolclimate.asp