Fifty-nine NAIS member schools participated in the second year of a three-year pilot study sponsored by the National Association of Independent Schools (NAIS) and the NAIS Commission on Accreditation on the use of HSSSE — the High School Survey of Student Engagement, administered by Indiana University.
HSSSE is designed to investigate the attitudes, perceptions, and beliefs of high school students about their schoolwork. In the 2014 NAIS pilot study, students were asked to respond to questions in three categories: (1) cognitive, intellectual, and academic engagement; (2) social, behavioral, and participatory engagement; and (3) emotional engagement.
In the area of cognitive, intellectual, and academic engagement, students were asked about the classroom activities and assignments that most interest or engage them. They reported that "discussions and debates," followed by "projects and lessons that involve technology" and "group projects," are the most engaging. Students taking part in the study also agreed or strongly agreed that their schoolwork stimulates their curiosity to learn other things (76 percent) and that they enjoy assignments that demand a lot of mental effort (73 percent) and discussions in which answers are not clear-cut (71 percent). Furthermore, 71 percent of the students surveyed agreed with the statement, "I go to school because of what I learn in classes."
The survey also included information on the level of effort and participation that students dedicate to their academic work. Seventy-two percent of the students in the study reported that they often attend classes with completed assignments in hand, and 60 percent said they often ask or answer questions in class. Sixty-four percent reported giving their maximum effort in most or all of their classes. Another 67 percent indicated that most or all of their classes challenge them to their full potential.
When asked whether they ever feel bored in classes, 82 percent mentioned that they are sometimes or often bored in class - the main reason being that the material was not interesting.
Students also mentioned the role played by their schools in developing their academic skills. Sixty-two percent indicated that their schools have contributed very much to the development of their writing skills; another 60 percent indicated that their schools contributed very much to the development of their critical thinking skills (see the complete list in the sidebar on page 17).
In regard to student social, behavioral, and participatory engagement, the survey explored the school's contribution to social engagement, student participation in school-sponsored activities, and the reasons for going to school. Fifty-seven percent of the students said that they go to school because of their teachers, and 58 percent reported that they participate in four hours or more of school-sponsored activities per week.
HSSSE also probed students on their emotional engagement with their schools. Seventy-eight percent of the students said that their schools contributed to the development of their personal beliefs and values. Students also described their relationships with adults in their schools. Ninety-three percent said they feel supported by teachers, while 81 percent feel supported by the school leadership. Large numbers of students (88 percent) indicated that they each have at least one adult in their school who knows them well.
- 91 percent of the independent school students say they feel good about being in their high schools
- 60 percent of the independent school students say they ask and answer questions in class
- 67 percent of the independent school students indicated that most of all of their classes challenge them
- 58 percent of the independent school students said they feel supported by their teachers
Since one of the main reasons students attend a particular independent school is because their friends attend the same school, it was encouraging to learn that the students in the survey feel safe at school (95 percent) and comfortable about being themselves (85 percent). In responding to questions about bullying at their schools, 57 percent of the students indicated that they have never been bullied, and 33 percent said that they have never witnessed acts of bullying.
Ninety-one percent of the independent school students say they feel good about being in their high schools; 77 percent indicated that, given the choice, they would choose their current school again.
HSSSE is a powerful tool in the assessment arena that can complement performance tests. While performance tests are used to evaluate student success, their data cannot pinpoint the specific educational processes that are linked to student outcomes. HSSSE data can identify student engagement and school features that affect outcomes. The HSSSE data can be especially helpful since it pertains to school features that teachers and administrators can improve upon quickly, and often inexpensively, to facilitate student learning and engagement.
To read the full report, visit www.nais.org/articles/pages/member/2014-nais-report-on-the-high-school-survey-of-student-engagement.aspx.
