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Advancing School Climate Assessment: A Psychometrically Sound, Time-Efficient Survey for Intervention Frameworks

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Title: Advancing School Climate Assessment: A Psychometrically Sound, Time-Efficient Survey for Intervention Frameworks
Language: English
Authors: Huibin Zhang (ORCID 0000-0002-6066-0356), Christopher R. Robert, Diana Joyce-Beaulieu, Zhen Xu
Source: Assessment for Effective Intervention. 2025 51(1):10-19.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Educational Environment, Educational Assessment, Psychometrics, Intervention, Multi Tiered Systems of Support, Positive Behavior Supports, School Surveys, Secondary School Students, Student Surveys, Factor Analysis, Diversity (Institutional), Student Diversity, Sense of Belonging, Teacher Student Relationship, Usability, Decision Making
DOI: 10.1177/15345084251360678
ISSN: 1534-5084
1938-7458
Abstract: School climate plays a critical role in student well-being, academic success, and behavioral outcomes, yet the length of existing school climate surveys limits their feasibility for frequent administration within intervention frameworks such as Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS). The purpose of this study was to evaluate the psychometric properties of a shortened school climate survey adapted from the validated U.S. Department of Education School Climate Surveys (EDSCLS)-Student Survey. A sample of 596 secondary students responded to 19 strategically selected items from the original survey. Using exploratory and confirmatory factor analysis, two items were removed due to low factor loadings, resulting in a refined 17-item measure with strong psychometric properties across three factors: embracing school diversity, school belonging, and student-teacher relationships. Findings suggest that this shortened survey maintains measurement integrity while enhancing practical usability within a data-driven intervention framework. Implications for integrating school climate assessment into MTSS and PBIS models to inform timely and effective school-wide interventions are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489547
Database: ERIC
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  Data: Advancing School Climate Assessment: A Psychometrically Sound, Time-Efficient Survey for Intervention Frameworks
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  Data: <searchLink fieldCode="AR" term="%22Huibin+Zhang%22">Huibin Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6066-0356">0000-0002-6066-0356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+R%2E+Robert%22">Christopher R. Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Diana+Joyce-Beaulieu%22">Diana Joyce-Beaulieu</searchLink><br /><searchLink fieldCode="AR" term="%22Zhen+Xu%22">Zhen Xu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2025 51(1):10-19.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22School+Surveys%22">School Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Institutional%29%22">Diversity (Institutional)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: 10.1177/15345084251360678
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  Data: 1534-5084<br />1938-7458
– Name: Abstract
  Label: Abstract
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  Data: School climate plays a critical role in student well-being, academic success, and behavioral outcomes, yet the length of existing school climate surveys limits their feasibility for frequent administration within intervention frameworks such as Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS). The purpose of this study was to evaluate the psychometric properties of a shortened school climate survey adapted from the validated U.S. Department of Education School Climate Surveys (EDSCLS)-Student Survey. A sample of 596 secondary students responded to 19 strategically selected items from the original survey. Using exploratory and confirmatory factor analysis, two items were removed due to low factor loadings, resulting in a refined 17-item measure with strong psychometric properties across three factors: embracing school diversity, school belonging, and student-teacher relationships. Findings suggest that this shortened survey maintains measurement integrity while enhancing practical usability within a data-driven intervention framework. Implications for integrating school climate assessment into MTSS and PBIS models to inform timely and effective school-wide interventions are discussed.
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  Data: EJ1489547
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        Value: 10.1177/15345084251360678
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      – Text: English
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        PageCount: 10
        StartPage: 10
    Subjects:
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Psychometrics
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      – SubjectFull: Intervention
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: School Surveys
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Student Surveys
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      – SubjectFull: Factor Analysis
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      – SubjectFull: Diversity (Institutional)
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Usability
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      – SubjectFull: Decision Making
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    Titles:
      – TitleFull: Advancing School Climate Assessment: A Psychometrically Sound, Time-Efficient Survey for Intervention Frameworks
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