The Tripod School Climate Index: Evidence of Score Reliability and Validity

Phillips, Sarah Fierberg; Rowley, Jacob F. S.; Ferguson, Ronald F.

doi:10.14485/hbpr.5.4.10

Cited by 2 publications

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“…In addition, the Tripod student survey has been correlated with various measures of teacher effectiveness (Bradshaw, 2017; Wallace et al, 2016). As researchers have found, well-designed surveys can illuminate aspects of student experience not presently captured by more traditional measures used by the state (Hough et al, 2017; Krachman et al, 2016; Phillips et al, 2018). When researchers successfully navigate hurdles unique to surveying adolescents in a school setting, while still adhering to standards for validity and reliability (Gehlbach, 2015; Gehlbach & Hough, 2018), surveys serve as a useful tool in school improvement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Student perception surveys, which systematically aggregate student experience in school, have been used with increasing frequency as a valuable source of information for organizational improvement. For example, the Tripod student survey (Ferguson, 2012) has been shown to reliably capture aspects of school climate like student sense of safety and student engagement (Phillips & Rowley, 2016; Phillips et al, 2018). In addition, the Tripod student survey has been correlated with various measures of teacher effectiveness (Bradshaw, 2017; Wallace et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

et al. 2021

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For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

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