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Engagement works better than Coercion
Explore relationships among school climate indicators, academic outcomes, and demographic variables.
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About the Study
FindingS
Schools with a culture of engagement—meaning they value intrinsic motivation over coercion—provide the conditions for academic growth.
The culture of engagement applies to everyone—meaning teachers, staff, students, and families are intrinsically motivated, not coerced, to meet expectations.
Citation: Hearnsberger, L. McReavy. & Hyatt, L. (2023, May 5). Engagement culture: Driving growth in high-poverty school environments by shaping assumptions that constitute truth [Conference presentation]. 2023 AERA Annual Meeting. https://doi.org/10.3102/2008069
Background
This study focuses on assumptions about motivation that drive behavior. The quantitative, cross-sectional analysis identifies specific characteristics of engagement culture that correlate with academic growth in high poverty schools.
The subject is urban, high-poverty public campuses (>80% free/reduced lunch) in the US. The sample comprises 172 public school campuses in the U.S.’s fourth largest metropolitan area. It was selected because of its large size, the availability of valid and reliable climate data, and the demographic makeup of its urban, high-poverty campuses, which have similar demographics to the subject.
Data
Climate data include select staff engagement and support survey items percent positive; overall and construct positive rates from staff surveys; overall positive rates from parent surveys; overall positive rates from student surveys; and extracurricular participation rates. Discretionary discipline rates; population discipline rates; academic growth; and academic performance are from the Texas Education Agency. All variables reflect school year 2019.
Dr. Laura McReavy and Dr. Laura Hyatt studied indicators of systemic engagement for a paper presented at the AERA Annual Conference in 2023.