Study Shows High Expectations in Urban Districts

Study Shows High Expectations in Urban Districts

A majority of urban teachers and building administrators hold high expectations for students, according to a national survey of urban school climate conducted by the National School Boards Association’s Council of Urban Boards of Education.

However, the survey also found that nearly one-third of teachers and nearly 16 percent of administrators contend that students at their schools are not motivated to learn. Nearly one-quarter of teachers also say that most students at their school would not be successful at a community college or university. However, only 7 percent of principals and assistant principals agree with that statement.

The survey report, “Where We Teach,” outlines findings from 12 urban school districts in 10 states. (New Jersey is not one of the 10.) The survey looked at administrators’ and teachers’ perceptions and attitudes in the following areas: bullying; expectations of success; influence of race; professional climate; professional development; parental involvement; safety; and trust, respect, and “ethos of caring.”

Findings include the following:

• Most teachers and administrators believe they can deter bullying in their schools; however, the majority of respondents believe that bullying still goes on at least once a month.

• Most believe that a student’s race still influences expectations and success.

• 81 percent of administrators say that parents support their school and activities, while only 57 percent of teachers agree with that perception.

“Where We Teach” is the second school climate survey conducted by the Council of Urban Boards of Education.