兰德-Health,-Well_82页_3mb

报告摘要

Summary of "Health, Well-Being, and Education in an Urban School District"

Core Content

This report is part of a larger study examining the impact of the Baltimore City Public Schools (City Schools) 21st Century Buildings Program on student, staff, school, and community outcomes. The study aims to understand how improvements in school building conditions can influence health and well-being as well as academic performance.

The program, funded by City Schools, Maryland State, and Baltimore City, plans to invest $1 billion in the renovation or replacement of over 20 school buildings, with 11 schools selected for immediate rebuilding or renovation. The goal is to create future-focused, adaptable, sustainable, and high-quality schools that support both student learning and community engagement.

Main Objectives

The primary objectives of the study are:

To examine the relationship between students' perception of school climate, student health and well-being, and education outcomes.
To assess the relationship between school staff perceptions of school climate, staff health and well-being, and their students' education outcomes.
To explore the connection between neighborhood characteristics and students' perception of school climate.

Key Findings

School Climate and Health: Students' and teachers' perception of school climate was found to be correlated with mental health measures in both populations.
Health and Education Outcomes: Students' physical and mental health are moderately correlated with education outcomes, particularly with dropout intentions.
Teacher Health and Student Outcomes: No statistically significant correlations were found between teacher physical and mental health and student education outcomes.
Neighborhood Quality and School Climate: No statistically significant relationships were identified between neighborhood quality and students' assessment of school climate.

Data Collection

The data was collected in the 2015-2016 school year, before any renovations were implemented. The data collection included:

Surveys: Conducted with students, school staff, and principals to gather insights on school climate, health and well-being, and perceptions.
Site Visits: To evaluate school building conditions and community spaces.
Administrative Data: Including student and staff demographics, test scores, and student-teacher links.

The data collection focused on treatment schools (those slated for renovation or rebuilding) and comparison schools (similar schools not slated for renovation). These schools were matched based on demographics, size, geographic proximity, and facility conditions.

Conceptual Framework

The study is guided by a conceptual framework that outlines the interconnectedness between school building conditions, school climate, staff health and well-being, and student health and education outcomes. The framework suggests that:

The physical structure of the school building can influence school climate and instruction/curriculum.
These factors, in turn, affect student and staff health and well-being, which have a bi-directional influence on education outcomes.
Community and neighborhood factors also play a role in shaping school climate and student outcomes.

Key Data Sources

Student Survey: Collected demographic information and perceptions of school climate and health.
School Staff Survey: Assessed staff perceptions of school climate and their own health and well-being.
Principal Survey and Interview: Provided insights into school leadership and community engagement.
School Observation Tool: Evaluated the physical environment and learning spaces.
Street Segment Audit Tool: Assessed neighborhood conditions and their impact on school climate.

Summary of Data Collected

Student Demographics: 417 students participated in the survey, with a high percentage of students on free or reduced-price lunch (FRL) and a significant proportion of Black and disabled students.
Staff Demographics: 411 school staff participated in the survey, with similar demographic patterns to students.
School Characteristics: Both treatment and comparison schools had low Facility Condition Index (FCI) and Educational Adequacy Score (EAS), indicating poor building conditions and limited support for educational needs.
Neighborhood Characteristics: Neighborhood quality was assessed through street segment audits, focusing on safety, access to services, and environmental conditions.

Conclusion and Future Work

This report provides a baseline snapshot of the conditions in Baltimore City Public Schools before the implementation of the 21st Century Buildings Program. The initial exploratory analyses suggest that school climate and health and well-being are important factors influencing student education outcomes, but teacher health and neighborhood quality were not found to have statistically significant correlations with student outcomes.

Future work will involve tracking changes in these variables over time to assess the impact of the renovations on student, staff, and community outcomes. The findings will contribute to understanding how school building conditions can be leveraged to improve educational and health outcomes in urban school districts.

Appendices

Appendix A: Elementary and High School Student Survey
Appendix B: School Staff Survey
Appendix C: Principal Survey and Interview Protocol
Appendix D: School Observation Tool
Appendix E: Street Segment Audit Tool

References

Alexander, L., & Lewis, J. (2014). Condition of School Buildings in the United States.
Astor, R. W., et al. (2010). School Climate and Student Behavior.
Basch, C. E. (2011). Student Health and Academic Achievement.
Bond, C. M., et al. (2007). School Connectedness and Student Health.
Conroy, D. M., & Fox, M. (1994). Classroom Layout and Student Safety.
Eitland, S., et al. (2016). School Facilities and Student Outcomes.
Grossman, P., et al. (2013). Teacher Effectiveness and Student Achievement.
Hanushek, E. A., & Woessmann, L. (2008). Teacher Quality and Student Outcomes.
Hoglund, K. L., et al. (2015). Teacher Burnout and Student Behavior.
Jacobs, D. (2012). Facility Condition Assessment for Baltimore City Public Schools.
LaRusso, S., & Selman, L. (2011). School Connectedness and Student Health.
Kraft, M. A., et al. (2016). School Context and Student Achievement.
Miller, G., et al. (2008). Teacher Absence and Student Achievement.
Ronfeldt, M., et al. (2013). Teacher Turnover and Student Achievement.
Thapa, A., et al. (2013). School Climate and Student Outcomes.
Uline, J. B., & Tschannen-Moran, M. (2008). School Climate and Facility Quality.
Wang, M. C., & Degol, J. R. (2016). School Climate: A Multidimensional Construct.
Centers for Disease Control and Prevention. (2015a). School Connectedness and Student Health.
U.S. Green Building Council. (undated). LEED Certification Standards.

Acknowledgments

The study was supported by the Robert Wood Johnson Foundation (RWJF), which is committed to promoting a Culture of Health. Additional support was provided by the Fund for Educational Excellence, Baltimore City Public Schools, and various individuals and teams who contributed to data collection, survey implementation, and report review.

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