Introduction:

School climate surveys were administered to the students and parents of Rudy Elementary School in the Spring of 2004. Pre-kindergarten through 2^nd grade students were administered a separate survey than 3^rd through 5^th graders. Open-ended responses were solicited of parents and 3^rd through 5^th graders and are found at the end of the report. All survey forms are appended to this report where complete wording of questions can be found. The counts and percent response rates for each group are presented in the table below. The percentages are based on the December 1, 2003 certified head count and assume each parent received one survey for each child at Rudy.

Table 1. Count and Percent Return Rate	Count	Percent of Surveys Returned
K - 2	239	94%
3 – 5	240	94%
Parent	250	47%

Findings:

Pre-kindergarten Through Second Grade

The response rates (based on returned surveys) for gender and grade level are given in the two tables below.

Table 2. Grade Level Count and Percent	Count	Percent of Returned Surveys
PK	0*	0%
K	85	36%
1	93	39%
2	60	25%
Total	193	100%

*It appears that pre-kindergarteners did not participate or did not return their surveys.

Table 3. Gender Count and Percent	Count	Percent of Returned Surveys
Boy	115	48%
Girl	124	52%
Total	239	100%

Because of the ages of these children, teachers may have needed to give some assistance in completing the survey. As these students are of an impressionable age, teachers may not have realized they were subtlety influencing student responses. This survey contained a dichotomous scale (yes – no) which is not as robust or desirable as other scales, but probably necessary for this age group. The results were very positive except for a relatively high percent (41%) of “yes” responses to question #6 (“afraid of other kids at school). This is somewhat contradicted by the 88% “yes” response rate to question #5 (other kids are nice to me at school).

Grade level variations of statistical significance were found in questions 8 – 10. Generally, these questions showed that the higher the grade level of student in this category, the less they felt their school is clean and neat (Q8) and the less certain they are about how they are doing in reading and writing (Q9 + 10). Gender variations of statistical significance were found in questions 6, 7, and 12. Girls were more likely to be afraid of other kids at school (Q6) than boys (50% to 32%), but are more likely to feel that there is someone to help them with problems (Q7) (86% to 74%). Girls are also more proud of their schoolwork (Q12) (98% to 92%). The correlations to grade level or gender, however, were not strong for any of these questions. Responses and percentages for questions #3 – #12 are given in the table below.

Table 4. Count and Percent for Questions 3 - 12 (PK – 2) See Chart 1 on page 14	Yes		No		Total
Q3 I have friends at school.	235	100%	1	0%	236
Q4 I like school.	209	89%	26	11%	235
Q5 Other kids are nice to me at school.	207	88%	29	12%	236
Q6 I am sometimes afraid of other kids at school.	95	41%	138	59%	233
Q7 Someone helps me when I have a problem at school.	191	80%	47	20%	238
Q8 My school is neat and clean.	202	86%	33	14%	235
Q9 I know how I am doing in reading (Adv., P., PP., or U.).	196	82%	42	18%	238
Q10 I know how I am doing in writing (Adv., P., PP., or U.).	190	82%	43	18%	233
Q11 I know how I am doing in math (Adv., P., PP., or U.).	200	86%	33	14%	233
Q12 I am proud of my work at school.	225	95%	11	5%	236

Third Through Fifth Grades

The survey for 3^rd through 5^th graders used a four point scale as opposed to the two point scale used for PK – 2^nd grade. The response rates (based on returned surveys) for gender and grade level are given in the two tables below for the 3^rd, 4^th, & 5^th grade survey.

Table 5. Gender Count and Percent	Count	Percent of Returned Surveys
Boy	122	51%
Girl	118	49%
Total	240	100%

Table 6. Grade Level Count and Percent	Count	Percent of Returned Surveys
3	86	36%
4	81	34%
5	73	30%
Total	240	100%

The results for this subgroup are separated by the generally affective domain questions (3 – 16) from generally academic domain questions (17 – 28). Results are positive for both domains with a majority of students marking “Always” or “Almost Always” on all of the questions with positive connotations and “Rarely” or “Never” to those with negative connotations. There are, however, some worthy of note, including:

Ø 19% of students are “Always” or “Almost Always” afraid of being bullied at school (Q 8).

Ø 22% “Rarely” or “Never” feel that they can talk to an adult about a problem (Q 11).

Ø 37% feel that class discipline interferes with learning “Always” or “Almost Always” (Q 12).

Ø 21% feel that students treat one another well “Rarely” or “Never” (Q14).

Ø 27% “Rarely” or “Never” feel important at school (Q20).

Ø 26% feel that they “Rarely” or “Never” get recognition for good work at school (Q21).

Ø 23% feel that their parents “Rarely” or “Never” talk to them about school (Q24).

There are a few variations by gender and grade level of statistical significance in the survey results. They include:

Ø 13% of girls (compared to only 4% of boys) “Rarely” or “Never” feel safe going to school (Q5).

Ø 5% of boys (compared to only 2.5% of girls) “Rarely” or “Never” follow the rules (Q7).

Ø 24% of girls (compared to only 14% of boys) are “Always” or “Almost Always” afraid of being bullied at school (Q8).

Ø 10% of boys (compared to 5% of girls) “Rarely” or “Never” feel that have good friends at school (Q15).

Ø 19% of boys (compared to 7% of girls) “Rarely” or “Never” enjoy learning at school (Q19).

Ø Girls are generally more likely to feel that teachers care about them than boys (Q16).