The Relationship Between School Climate and College and Career Readiness
A Quantitative Analysis of Protective Factors, Internal Assets, and the California College and Career Indicators
DOI:
https://doi.org/10.32674/8sv04y98Keywords:
college and career readiness, school protective factors, student internal assets, caring adult relationships, meaningful participation, school academic achievement, California School AccountabilityAbstract
The California College and Career Readiness measures are new to the California school accountability dashboard, and few studies have examined how these data connect to student outcomes. The purpose of this quantitative, correlational study was to determine the degree of relationship between school protective factors (i.e., caring relationships and meaningful participation), student internal assets (i.e., student academic motivation), and College and Career Readiness Indicator outcomes. The resilience youth development module (RYDM) framework served as the model to determine the degree of relationship among these variables. The sample for this study included comprehensive, public high schools across California, including only schools that administered the California Healthy Kids Survey in the 2019–2020 school year (n = 474). Public data files were accessed from the California Accountability Dashboard and California Healthy Kids Survey. The correlational coefficients were determined using multiple regression analysis. A positive correlation between school protective factors and student internal assets was shown after controlling for schoolwide socioeconomic status. Although both school protective factors and student internal assets significantly predicted College and Career Readiness Indicator outcomes, caring adult relationships were the only positively correlated variable after controlling for socioeconomic status. Further research is recommended to explain how students define caring adult relationships and how schools can enhance practices to cultivate those relationships across all student populations. Additionally, the researchers recommend future studies to assess how the change in college and career indicators over time could assess trends and garner more information about the school supports that positively impact proficiency.
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