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Association: Name: SCRA Biennial Meeting URL: http://www.scra27.org
Citation: URL: http://citation.allacademic.com/meta/p498052_index.html Direct Link: HTML Code:

Ji, Peter., Christensen, Claire., Rothenbach, Katrina. and Apan, Garmina. "Measuring kindergarten, first, and second grade students’ perceptions of school climate: A Rasch analysis" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, Jun 15, 2011 <Not Available>. 2013-06-09 <http://citation.allacademic.com/meta/p498052_index.html>

Ji, P. , Christensen, C. , Rothenbach, K. M. and Apan, G. , 2011-06-15 "Measuring kindergarten, first, and second grade students’ perceptions of school climate: A Rasch analysis" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL <Not Available>. 2013-06-09 from http://citation.allacademic.com/meta/p498052_index.html

Publication Type: Poster Review Method: Peer Reviewed Abstract: School climate consists of the norms and interactions between students, teachers, and staff that sets expectations for what students can achieve, even young children (Cohen, 2003). Although there are some instruments that measure children’s perception of school climate, Merrel & Guender (2004) dissuade researchers from using self-report survey methods because they have poor reliability. However, Scott (1997) maintains that self-report surveys are useful for obtaining information from the child’s perspective about school climate (Scott, 1997). We examined the psychometric properties of a self-report survey that measures children’s perceptions of school climate. The survey consisted of 20 items with a likert scale of “yes” and “no.” We surveyed 1,832 kindergarten, first, and second grade students from six schools in the suburban Chicago, IL area. We used Rasch analysis to evaluate the survey’s psychometric properties. The analysis highlighted several problems with the survey. The student reliability was .45, indicating that the survey could not reliably place students in order from low to high perceptions of school climate. The unexplained variance was 73%, indicating that there was considerable error in the scores. There were six items that misfit, indicating that children were providing unexpected responses to those items. The findings indicate that using self-report surveys with young children does present problems in obtaining reliable and accurate scores. However the findings do indicate that perhaps the scale items could be revised to improve the reliability and accuracy of the scores. Before self-report child surveys are dismissed as an inaccurate assessment method, many attempts should be made to improve this assessment method so that the child’s perception of school climate and other psychological variables can be measured.

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