School Climate Assessment and Continuous Improvement: What superintendent Beliefs Tell Us About Accountability Policy

Abstract

Educational leaders are increasingly expected to use school climate data to improve outcomes and promote equity for all learners, including in California where school climate is included in state accountability policy. In this study, beliefs towards school climate assessment were explored in a sample (n=298) of California superintendents using a 37-item Likert-style instrument. Data were analyzed using an item response approach and latent class analysis. Findings showed variation in beliefs including three subgroups labeled “true believers” “still questioning” and “remains skeptical.” Findings suggest these groupings influence policy adoption and implementation. Education leaders are in a unique position to interpret and use school climate assessment data to facilitate change if they believe it is important, have the capacity, and trust the data. Implications for school and district improvement under the California continuous improvement model relies on stakeholders and local educational leaders believing in the value of school climate data and trusting its uses to effect change.