School climate action
research: Case study in
addressing racial inequities
Jason Johnston
Andrea Gonzalez
Sascha Meinrath
Andrew Rasmussen
Mariolga Reyes Cruz
Jeana Decker
Erica Mattison
Megan Radek
Amanda Reid
Natasha Watkins
Overview








Historical background
Peterkin Equity Audit
Why study perceived school climate?
Summary of climate study process
Summary of climate study results
Conclusions / Recommendations
District Responses
New Ethnographic Research
General History

August 1996


January 1997


Office of Civil Rights initiated a proactive compliance review.
Complaint filed with OCR against the district. It alleged
discriminatory and illegal practices surrounding student
assignment, within-school segregation of students, student
discipline, and staff hiring. OCR incorporated these allegations
into their compliance review. OCR results lead to Peterkin audit.
September 1997

District reached agreement with complainants on student
assignment issues through the development of a "controlled
choice" plan.
General History (continued)

July 1998



September 1998



District reached agreement with complainants on issues related to
equity.
Peterkin audit presented to the Board of Education.
District signed Resolution Agreement with the Office of Civil Rights.
This agreement, among many other things, called for a study of the
school climate.
July 2000

Suit filed in Federal court .
Peterkin Equity Audit


During 1997, the Board of Education of Unit #4 resolved to
examine the district to better understand and evaluate the
performance of the schools.
It was determined that this examination should focus on
the ability of all students in the district to share equitably
in the opportunities offered.
OCR & Peterkin Audits Focus on Six
Major Areas






Enrollment, Mobility, & Attendance
Gifted, Talented, & Advanced Placement Programs
Special Education
Discipline & Suspensions
Student Achievement
Staffing & Hiring
Enrollment, Mobility, & Attendance

Finding



There is a drop-off in African American enrollment from
38% in elementary to 23% in high school
There is a drop-off in African Americans’ attendance
across school levels, from a mean of 171 days/year
among elementary students, 168 middle, and 159 high
school.
Bottom 10% of all students missed 18 or more school
days, with 10% of African American students missing 36
days or more.
Peterkin Equity Findings - Gifted
1995-1996 School Year: Giftedness—Elementary School
Elementary school population
31%
African
American
69%
Non
African
American
Gifted population
1%
African
American
99% Non
African
American
Peterkin Equity Findings - A.P.
1992-1993 School Year: Advanced Placement—High School
High school student population
High school A.P. population
8%
African
American
Advanced
Placement
students
29%
AfricanAmerican
71%
Non African
American
92%
Non
African
American
Peterkin Equity Findings
1993-1996: District-wide cases of Special education and
behavior/emotional disordered classification
1993-1996 Entire student
population
100%
90%
80%
70%
32%
68%
Non
African
American
African
American
56%
39%
60%
50%
40%
30%
20%
44%
61%
10%
0%
Special education
% Non African American
% African American
Behavior/
emotional
disordered
Peterkin Equity Findings - Discipline
1996-1997 School Year: Discipline—District-wide
1996-1997 Entire student
population
32%
68%
Non
African
American
African
American
1996-1997 Suspension rates
37%
Non
African
American
63%
African
American
Peterkin Equity Findings - Dropout
1992-1993 School Year: Dropout and Graduation Rates
1992-1993 High school
student population
29%
African
American
71%
Non African
American
1992-1993 Dropout rates
48%
Non African
American
52%
African
American
In 1992-1993, 94% of African American students
graduated high school.
Peterkin Equity Findings - Staffing
1996-1997 School Year: Equity in Staff Representation
1996-1997 Entire student
population
1996-1997 Teaching staff
9%
African
American
32%
68%
Non African
American
African
American
91%
Non African
American
Similarly, African Americans only made up 18% of the
administrative staff in this school year.
Why Study Perceived School
Climate?
Negative student perceptions of the school
climate are associated with:





Poor scholastic achievement
Higher rates of behavioral difficulties
Higher rates of absenteeism / drop-out
Lower levels of school satisfaction
Lower levels of student self-esteem
Framing the issues


I feel everything that has happened to the Unit 4
schools in the past 2-3 years has been a gross
overreaction to a few people’s perception that
there is rampant racism in public school
I am saddened by the amount of time, energy and
money diverted from the educational process by
this controversy. It is distressing that a few
attention seeking individuals can detract from the
true mission of our schools
Samples
Survey data were collected from:



Students:
 90% of all 3rd through 12th grade
students in attendance on days survey
administered (6-12th grade N=3711)
Staff:
 75% of all school building staff (N=814)
Parents:
 35% of all parents (N=2012)
Fear of talking about race, unfairness
and racism


Talking about racism just tends to enlarge the
problems evolving around it.
This survey was unhealthy and the one you are
giving the students is worse! We … [should not]
make children and teachers answer questions that
put the idea of unfairness in their heads -- this is
sad and whoever thinks this is for the good of Unit
4 needs to think again.
Fear of talking about race, unfairness
and racism (cont).




We need to educate by working together for the
good of each student rather than trying to find
fault…
I think [blacks] are looking for someone to
blame…
I felt this [survey] was extremely anti-White.
NOW LET’S TALK ABOUT RACISM.
This survey and the very existence of this survey
is insulting to our professional staff.
Fear of talking about race, unfairness
and racism (cont).

If racism is such an important issue in our schools,
why do you want to know my race? Is it really
necessary?
Survey Design
Input regarding survey questions was obtained
from:






District- and school-level administrators
Representatives of the teachers’ union
PTA council
School board members
Champaign students
Community leaders
Themes from Community Meetings





The importance of fairness in discipline and
academic programs
Beliefs about why some students perform
poorly in school (economic, family)
The need to address racial inequities in the
district
The importance of community and parent
participation in schools
The importance of cultural awareness
Dimensions of Climate Generally
Viewed Positively






Influence
Trust & Respect
School-Parent Contact
Importance of Parent Involvement
Encouragement of Parent Involvement
Barriers to Parent Involvement
Dimensions of Climate Viewed
Differently Across Race




Fairness
Cultural Understanding
Qualities of Desegregated Schools
Need for Change
General Fairness
Definition: Perception that all students are
treated fairly.



All students are treated well in my school,
even if their grades are good or bad.
African American students are treated fairly
at my school.
My teachers treat students of all races fairly.
Academic Fairness
Definition: Perception that access to academic
programs is fair.


African Americans make up 38% of
Champaign’s elementary school population
and 3% of elementary school gifted and
talented enrollment. This shows that African
American students are treated unfairly.
Parallel item for special education.
Fairness in Discipline
Definition: Perception that discipline is
administered fairly.


African Americans make up one third of
Champaign’s student population and almost
two thirds of suspensions. This shows that
African American students are treated
unfairly.
Certain students are unfairly singled out for
disciplinary action.

40
35
30
25
20
15
10
5
0
34
35
32
17
16
7
en
er
al
Ac
ad
em
ic
D
is
ci
pl
in
e

African American high
school students see
the schools as less fair
than White students
Difference holds across
three fairness domains
Also holds for middle
school students
G

% Disagree Fair
Student Perceptions of Fairness
by Race
African American
White
25
20
15
10
5
0
23
20
14
6
5
2
en
er
al
Ac
ad
em
ic
D
is
ci
pl
in
e

African American
parents see the
schools as less fair
than White parents
Difference holds across
three fairness domains
G

% Disagree Fair
Parent Perceptions of Fairness
by Race
African American
White
50
40
30
20
10
0
46
34
25
2
6
4
en
er
al
Ac
ad
em
ic
D
is
ci
pl
in
e

African American staff
see the schools as less
fair than White staff
Difference holds across
three fairness domains
G

% Disagree Fair
Staff Perceptions of Fairness
by Race
African American
White
What does it mean to treat children
fairly?
For many, fairness requires equal treatment.



If a rule is broken, you pay the
consequence. End of story. (parent)
The kids acting up are the ones getting
suspended. (parent)
Students are disciplined because of their
ACTIONS - NOT color. (teacher)
What does it mean to treat children
fairly? (cont.)
For many, fairness requires equal treatment.


Encourage black students to strive harder
and believe they are gifted but don’t just
give it to them. (parent)
If the kids aren’t trying or don’t want to do
better at school they can’t (or shouldn’t) be
put in gifted programs just to make the
numbers and people happy. (parent)
What does it mean to treat children
fairly? (cont.)
For many, equal treatment means ignoring
race, or being “colorblind.”

The staff and administration at... [this]
school treat all children alike. A child is a
child--not a Black child or White child, not an
Asian child, etc! All children must be treated
fairly and equally. (staff)
What does it mean to treat children
fairly? (cont.)
For many, equal treatment means ignoring
race, or being “colorblind.”

My child does not see people of color
in a different way. He was raised that
everyone is equal. (parent)
Cultural Understanding
Definition: Perceptions that teaching styles are
culturally relevant at their school.


Teachers at this school take students’
cultural backgrounds into account when
teaching.
Teachers at this school understand what life
in students’ neighborhoods is like.
Student Perceptions of Cultural
Understanding by Race
Neither African
American nor White
high school students
perceive that
Champaign teachers
show cultural
understanding
25
% Agree

20
15
10
5
0
Teachers Show Cultural
Understanding
African American
White
Parent Perceptions of Cultural
Understanding by Race
Higher proportions of
White than African
American parents
perceive that
Champaign teachers
show cultural
understanding
38
40
% Agree

30
25
20
10
0
Teachers Show Cultural
Understanding
African American
White
Staff Perceptions of Cultural
Understanding by Race

Most White staff
perceive that
Champaign teachers
show cultural
understanding
Few African American
staff agree
80
% Agree

61
60
40
20
15
0
Teachers Show Cultural
Understanding
African American
White
Perceptions of Desegregated Schools
Definition: Perceptions of the importance of:



Teaching cultural sensitivity
Proportional representation of African
American’s among faculty & administrators
Inclusion of African American perspectives
in all educational material and curricula
Parent Perceptions of
Desegregated Schools


Nearly half of African
American parents
perceive proportional
representation and
curriculum change as
very important
Few White parents
agree; 1/2 see it as
not important
100%
50%
0%
Afr. American
White
Not important
Somewhat Important
Very Important
Staff Perceptions of
Desegregated Schools


Most African American
staff perceive
proportional
representation and
curriculum change as
very important
Few White staff agree;
25% see it as not
important
100%
50%
0%
Afr. American White
Not important
Somewhat Important
Very Important
Need for Change
Definition: Perceptions of the need to change
the school system to better address racial
inequities.


The school district should reduce the
difference in gifted and talented enrollment
that exists between Black and White
students.
This school should spend more time teaching
about non-White cultures.

Substantially larger
percentages of African
American than White
students perceive a
need for change
% Agree
Student Perceptions of Need for
Change by Race
50
40
30
20
10
0
42
8
Need for Change to
Better Address Racial
Inequities
African American
White
Parent Perceptions of Need for
Change by Race

Nearly half of all
African American
parents perceive a
need for change
Few White parents
agree
60
% Agree

49
40
20
7
0
Need for Change to
Better Address Racial
Inequities
African American
White
Staff Perceptions of Need for
Change by Race

Most African American
staff perceive a need
for change
Few White staff agree
60
% Agree

53
40
20
6
0
Need for Change to
Better Address Racial
Inequities
African American
White
Conclusions





In many respects there are two climates in
Champaign Schools
Existing racial disparities negatively impact
student performance & perceptions
Most White parents and staff do not see a need
for the district to change to better address racial
disparities
Need to overcome resistance to change
There are encouraging signs upon which to
build
Recommendations





Increase the cultural competence of teaching staff.
Create forums to discuss the climate study results
and make recommendations.
Hire more African American regular classroom
teachers.
Develop incentives to reward teachers who teach
children of diverse backgrounds well.
Develop incentives for teachers to learn from
colleagues who demonstrate success teaching
students of diverse backgrounds.
Recommendations



(continued)
Reduce and eventually eliminate all ability based
tracking.
Establish goals and strategies to reduce the overall
number of disciplinary and special education
referrals.
Implement in-school programs to educate
students about issues of race, culture and
ethnicity.
New Ethnographic Project

The overarching goal of the project is,
together with members of CARE-3, to
engage in an ethnographic collaborative
action research project which aims to
improve the social climate of district
schools, and thereby help to eliminate race
based inequities.
New Ethnographic Project Aims


To analyze, make explicit, test, and refine
CARE-3's emerging (and still largely implicit)
theory of action (how to effect change);
To expose the barriers and sources of
resistance to community participation and
control over educational decision making, in
particular to examine ways in which power
operates, is created and is maintained
(among those both inside and outside of the
schools);
New Ethnographic Project Aims


To describe the processes by which
community voice and expertise come to
penetrate resistance and barriers that
inhere in the institutionalized practices and
structures of the school district; and,
To describe how community participation in
district decision making contributes to
district stakeholders’ understanding of
educational inequities across race.
Peterkin Equity Findings
High School : 1992-1993 & 2000-2001 School Year
1992-1993
Advanced Placement
2000-2001
Advanced Placement
8%
8%
African
American
AfricanAmerican
92%
Non
African
American
92%
Non
African
American
Not much change since 1992. Only 8% of African American high
school students are in the Advanced Placement program.
Peterkin Equity Findings
Elementary School: 1995-1996 & 2000-2001 School Year
1995-1996
Gifted Students
1%
African
American
99%
Non
African
American
2000-2001
Gifted students
13%
AfricanAmerican
87%
Non
African
American
A higher percentage of elementary school students in 2000-2001 are
considered gifted, compared to 1995-1996, but is this enough?
Peterkin Equity Findings
Middle School: 1995-1996 & 2000-2001 School Year
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
98%
97%
2%
3%
Gifted language
arts/social
studies
Gifted
math/science
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
82%
81%
18%
19%
Gifted language
arts/social
studies
Gifted
math/science
% Non African American
% Non African American
% African-American
% African-American
Peterkin Equity Findings
District-wide cases of Special education and behavior/emotional
disordered classification: 1993-1996 & 2000-2001
100%
100%
90%
90%
80%
70%
56%
39%
80%
70%
60%
60%
50%
50%
40%
40%
30%
20%
44%
61%
30%
20%
10%
10%
0%
0%
Special education
% Non African American
% African American
Behavior/
emotional
disordered
53%
47%
Special education
% Non African American
% African American
43%
57%
Behavior/
emotional
disordered
Peterkin Equity Findings
1996-1997 School Year: Discipline—District-wide
1996-1997 Suspension rates
25
%
37
%
Non
African
America
n
2000-2001 Suspension Rates
63
%
African
America
n
Non
African
America
n
75
%
African
America
n
It’s even worse now than it was 5 years ago!
Peterkin Equity Findings
Dropout and Graduation Rates: 1992-1993 & 2000-2001
School Year
1992-1993 Dropout rates
48
%
Non
African
America
n
2000-2001 Dropout rates
47
%
52
%
Non
African
America
n
African
America
n
53
%
African
America
n
Worse yet, in 2000-2001, the African American graduation
rate was only 85%.
Peterkin Equity Findings
Equity in Staff Representation: 1996-1997 & 2000-2001
100%
100%
90%
90%
80%
80%
70%
82%
60%
Non
African
American
50%
91%
Non
African
American
40%
30%
70%
80%
60%
Non
African
American
50%
40%
90%
Non
African
American
30%
20%
18%
10%
African
American
9%
African
American
0%
Administrative staff
Teaching staff
20%
20%
10%
African
American
0%
Administrative staff
Almost no gains. Embarrassing.
10%
African
American
Teaching staff