School Improvement and Accountability Policies Based on “School Climate” Surveys in the United States: Focusing on the Use of Student Surveys in Chicago Public Schools

Abstract

In the U.S., there is a growing trend of using a wide range of indicators to measure the quality of education provided by schools, and “school climate” is attracting attention as one of these indicators. Questionnaire surveys （school climate surveys） of students are often used to measure the school climate. This study investigates the implementation of school climate surveys in the U.S., as well as their potential and challenges, with a focus on student surveys. First, it summarizes the development of school climate surveys and highlights the tendency for school climate to be used to guarantee academic achievement and the different purposes of school climate surveys, such as school improvement and accountability. Next, through a case study of Chicago Public Schools, the study analyzes the actual use of school climate surveys and the challenges associated with a mix of multiple purposes. Finally, the necessity of considering school climate not only as a means of improving educational outcomes but also as a right of students, the importance of focusing on differences in results within schools rather than between schools, and the influence of incorporating the results into an accountability system are discussed. 　Keywords: School Climate, Student Survey, School Improvement, Accountability, United States