Online Student Surveys vs. Paper Surveys

Online Student Surveys vs. Paper Surveys: Advantages and Disadvantages

If your school has decided to conduct a student survey, you’re likely facing a number of critical decisions regarding the surveying process. One of these questions may be whether to use web-based, online surveys or paper and pencil surveys. Paper questionnaires are more traditional and have been successfully utilized for many years, while online surveys are relatively new.
Both paper and online survey measures have advantages and disadvantages to them, and the type you choose will largely be dependent on your school’s individual goals and needs.

The Differences Between Online and Paper Surveys

Paper surveys are questionnaires in which students are given a paper form to fill out, usually with bubbles and a #2 pencil, which are machine-scored. Other paper surveys have SCANTRON® forms that are separate from the questionnaires, which are slightly more prone to errors and mistakes.
Online or web-based surveys are questionnaires in which students complete and submit the entire surveying process on a computer or other online device, such as a tablet. Alternately, a computer-based survey is one where students take the survey on the computer, but they may not require internet access to do so (i.e. software-based surveys).

Advantages and Disadvantages of Paper Surveys for Students

Because they have been successfully utilized for so long and by so many different schools and organizations, paper questionnaires are often a preferred method of surveying students. One of the primary advantages of these types of surveys is that they typically garner much higher response rates than their digital counterparts.[1]
Additionally, students and teachers often believe that paper surveys are much more anonymous than online surveys, which lends itself to the belief that respondents may be more honest on paper questionnaires.[2] Furthermore, printed surveys have formatting that looks the same for all participants, and the environment in which the survey is taken is relatively uniform. This helps ensure that all students receive the same questionnaire in the same format and the same setting.
The primary disadvantage cited in regards to paper surveys is that they can be resource-intensive in terms of both labor and financial investment. This can certainly be true if your organization is fully managing the survey process in-house. However, partnering with a reputable survey company can help you avoid this downside in several ways. For example, at Pride, there is no pricing difference between our online and our paper surveys. Plus, we handle the majority of the labor involved, from printing the materials (if you choose the paper option) to scanning the results and creating easy-to-understand and easy-to-disseminate reports. As a result, the major objections raised against paper surveys can be easily managed and avoided.

Advantages and Disadvantages of Online Surveys

On the opposite end of the spectrum, the popularity of online surveys has skyrocketed in recent years due to increased access to the internet and the advantages afforded by this type of questionnaire. Researchers have noted that “using web-based evaluation questionnaires can bypass many of the bottlenecks in the evaluation system (e.g. data entry and administration) and move to a more ‘just in time’ evaluation model.”[3]
Just as with paper surveys, online surveys have a number of disadvantages. For example, research has shown that many students have concerns regarding the confidentiality and ease of use of online measures,[4] while staff members have concerns about the adequacy of response rates.[5] These faculty fears are not unfounded, as studies have found that, in general, online surveys are much less likely to achieve response rates as high as surveys administered on paper.[6]
In fact, “the data clearly show that face-to-face administration results in higher response rates. What is unknown is whether response rates to online surveys would rise to the same level if they were also conducted in a face-to-face way.”[7] Therefore, one relatively easy way to avoid this pitfall is by having students take online surveys in-classroom, just as you would with paper-and-pencil surveys.
Another challenge to online surveys is inherent to the technology itself. “Differences in how the survey is displayed across devices, screen-sizes and operating-systems, can, in more or less subtle ways, influence how participants interpret questions. But technology can have other negative effects on survey participation and outcomes. A slow internet-connection can discourage people from taking a survey, or missing plugins (such as a Flash® plugin) may even make a survey inaccessible to large portions of the sample.”[8][9] Similarly, availability of devices can be an issue that schools encounter as well. If there are not enough computers for students to take the survey all at once, there must be a plan for how students will be rotated through to give them all an opportunity to participate.

Online Surveys vs. Paper Surveys: Which is Right for Your School?

It’s important to remember that, although there are pros and cons to different questionnaire options, surveys are a critical measure that community coalitions and educational institutions use to evaluate their schools. They are often mandatory for securing and retaining much-needed funding and they are helpful for accurately assessing environments.
When trying to decide which type of student survey to use, decision-makers should evaluate the advantages and disadvantages of both types and, ultimately, use their school’s individual goals to choose. However, even with a wealth of helpful information, knowing how to survey your students —and how to conduct the process scientifically and successfully—can be labor-intensive and overwhelming.
That’s why partnering with a reliable, proven surveying company like Pride Surveys can make the process so much easier. We work directly with you to identify your organization’s needs and to help you choose the right survey, and we provide assistance and resources every step of the way, from administration to data processing, reporting, and more. Additionally, we can provide guidance and resources to help your organization avoid some of the potential difficulties associated with different types of surveys.
Find out why Pride is the right survey partner for your school or browse our range of products. Ready to get started? Give us a call at 800-279-6361 or fill out our quick online contact form!

[1]Nulty, Duncan D. “The adequacy of response rates to online and paper surveys: what can be done?” Assessment & Evaluation in Higher Education: Vol. 33, No. 3, June 2008, 301-314. Retrieved from https://www.uaf.edu/files/uafgov/fsadmin-nulty5-19-10.pdf on November 28, 2016.

[2]Dommeyer, C.J., P., Baum, K. Chapman, and R.W. Hanna, 2002. Attitudes of business faculty towards two methods of collecting teaching evaluations: paper vs. online. Assessment and Evaluation in Higher Education 27, no. 5: 455–462

[3]Watt, S., C. Simpson, C. McKillop, and V. Nunn. 2002. Electronic course surveys: does automating feedback and reporting give better results? Assessment & Evaluation in Higher Education 27, no. 4: 325–337.

[4]Dommeyer, C.J., P. Baum, and R.W. Hanna. 2002. College students’ attitudes toward methods of collecting teaching evaluation: in-class versus online. Journal of Education for Business 78, no. 2: 11–15.

[5]Dommeyer, C.J., P., Baum, K. Chapman, and R.W. Hanna, 2002. Attitudes of business faculty towards two methods of collecting teaching evaluations: paper vs. online. Assessment and Evaluation in Higher Education 27, no. 5: 455–462.

[6]Nulty, Duncan D. “The adequacy of response rates to online and paper surveys: what can be done?” Assessment & Evaluation in Higher Education: Vol. 33, No. 3, June 2008, 301-314. Retrieved from https://www.uaf.edu/files/uafgov/fsadmin-nulty5-19-10.pdf on November 28, 2016.

[7]Ibid.

[8]10. Dillman, D. A, Mail and Internet Surveys: The Tailored Design Method. (2007).

[9]4. Best, S. J., ‘Internet Survey Design.’, The SAGE handbook of online research methods 217 (2008).

How to Survey Students

How to Survey Students: Tips for Conducting a School Survey

Student surveys are a proven way for community coalitions and schools to evaluate a variety of factors and make effective, data-based decisions. The Bill and Melinda Gates Foundation’s Measures of Teaching Effectiveness project found that “student survey results are predictive of student achievement” and “that student surveys produce more consistent results than classroom observations or achievement gain measures.”[1][2] As a result, they are a highly popular method of evaluation that is being adopted nationwide.
While deciding to survey the students is an important first step, before you dive into the deep end of the surveying process, it’s important to take a step back and look at the surveying process as a whole. Understanding how to survey students and the best practices for conducting a school survey will help ensure that the school will experience the most benefits from a successful surveying process.
Before you begin, you should address the following basic questions and use these as a guide when planning out how the school will conduct its student survey:

  • 1. What are the goals of your survey?
  • 2. Who will you survey?
  • 3. How will you choose a survey?
  • 4. When should the school conduct your survey?
  • 5. What survey administration procedures should the school follow?
  • 6. How will the school analyze the survey data?
  • 7. How will the school report the results of your survey?[3]

 

Identifying Student Survey Goals

After you’ve decided that you need to conduct a survey (perhaps as a result of a grant or funding requirement), but before you actually start the process, the school must identify its surveying goals. “To create a useful dialogue, administrators need to understand the needs of their communities up front, ask the right questions, and do a better job [of] managing expectations.”[4] These goals, formed based on specific motivations and needs, will guide the surveying process from start to finish, beginning with survey selection and ending with results distribution and decision-making. When developing the school’s surveying goals, consider the following:

  • • What motivated the school to conduct a survey?
  • • What information are you looking to learn from the survey?
  • • What aspects of the school environment are you looking to evaluate?
  • • What do you want the survey to accomplish?

 

Selecting a Student Survey & Participants

Once you have established a set of preliminary goals, you can begin the process of selecting a specific survey measure. “The success of conducting a survey always involves choosing the most suitable survey method by means of balancing the pros and cons and considering other factors related to the survey methods.”[5]
Additionally, the type of survey you choose will be largely informed by the goals and the accompanying needs. For example, if your coalition is applying for a grant for substance abuse education funding for a local middle school, a bullying or general school climate survey designed for high school students would likely not be appropriate or helpful.
Aside from choosing a survey that fits the school’s needs, there are additional qualifications you should consider, as well. The student survey you choose should have scientifically proven reliability and validity, and it should have previously undergone real-world testing. Additionally, the measure should guarantee anonymity to encourage a higher degree of accurate responses.[6]
After choosing a survey, you’ll also need to consider who you are going to survey. Depending on your goals, the size of the school, and any financial considerations, you may want to choose a specific grade level, a subset of classes, or some other representative sample. If you are only surveying a selection of students, you must use a “scientific sampling procedure to ensure the results can be generalized to the entire student population.”[7]
Furthermore, you should consider issues of consent. Oftentimes with research involving humans, review and approval from an institutional review board (IRB) is required before surveying can take place. However, 48 states currently do not require schools to get special approval and allow for passive consent when surveying students. Under passive consent, parents are notified that their child will be participating in a school survey, but are also given the option to opt their student out of the process if they would prefer. Alternately, active consent, as the name suggests, requires a parent or guardian to actively opt their child in, such as by filling out a permission slip. Therefore, while it is unlikely that you will need IRB approval or active consent, knowing the laws and regulations for your state are important to ensure that you acquire proper consent before beginning the survey process.

Conducting the Survey

After you’ve selected the right type of survey for the school the administration process can begin. One of the primary questions to ask is when would be the best time to conduct the survey. Depending on the school’s goals and survey, the question of “when” can address the best time-of-day, day-of-week, and time-of-year.
For example, if an elementary school is interested in evaluating overall school climate, it likely would be better served by surveying students towards the middle or end of the year rather than the beginning, when students are still adjusting to new schedules and environments.
On the other hand, for a high school seeking to comprehensively evaluate all of its students for perceptions about bullying and mental health, conducting a survey during a free period or lunchtime would likely not be appropriate or effective.
Similarly, the actual administration procedures are critical to the success of the school’s surveys. In fact, “[t]he importance of setting standards and following prescribed survey administration procedures cannot be overestimated. Survey administration standards help protect the confidentiality of schools and anonymity of students, improve the quality of data collected, and increase school and student response rates…One way to help ensure that the survey is administered to all classes in the same way is to develop a script for survey administrators to read to students when they conduct the survey.”[8]
Other important decisions you’ll need to make pertaining to the administration process include:

  • • Who will administer the surveys? Oftentimes, if students will be taking the surveys in-classroom, it’s logical to enlist teachers to administer. However, regardless of who the school chooses, you should offer a quick training for survey administrators beforehand.
  • • Will your surveys be conducted with paper and pencil or online? There are certainly advantages and disadvantages of each method, and you’ll want to consider which option is best for the school and the students.

 

Analyzing Your Student Survey

Analyzing the results of your student survey is one of the most important parts of the entire process, but it can also be one of the most time-consuming and have the greatest potential for error. Depending on a number of factors (e.g. whether you used paper or online surveys, if you are using manual or electronic entry of results, how and where you are collecting the results, and how the results will be presented and to whom), the analysis process can vary widely. Additional factors that would impact your organization’s analysis and interpretation method include whether or not you are applying specific calculations to the data, what type of analytical and statistical level of expertise you have for additional cross-tabulations and constructs, and more.
For a more in-depth look at this process, check out this article on analyzing and interpreting student survey results.

Student Survey Results: Reporting & Decision-Making

After analyzing and interpreting the results of the school’s survey, the final step in the process involves reporting and decision-making. In short, “accurate measurement is essential, but it is insufficient to improve effectiveness… without providing support for improvement, school systems will not realize a return on their investments in student surveys.”[9] There are multiple different groups to consider when reporting your results:

  • • “Parents: Parents may be more inclined to support school health policies, programs, and activities if they are informed about the risk behaviors of students.
  • • Teachers: Teachers will benefit from having more information about the prevalence of risk behaviors among their students and may modify their curricula to address particularly widespread risk behaviors.
  • • Students: Students may want to be involved in designing and implementing relevant policies and programs to address health risk behaviors.
  • • Administrators and school board members: Administrators and school board members can use the [survey] data to guide the development of various school policies.
  • • Agencies and organizations working with youth: These agencies and organizations will be interested in using survey results to improve their own programs and activities.”[10]

Similarly, the school may want to establish a policy regarding the distribution and dissemination of survey data. “Consider carefully what data you are willing to share and how the data will be shared…Remember that you must make sure that the privacy of students and confidentiality of schools is protected at all times.”[11] Furthermore, if the survey is being paid for with federal funding, keep in mind that the results may fall under the Freedom of Information Act.

The Student Surveying Process: Simplified

Now that you have a comprehensive overview of how to survey students from start to finish, your organization is ready to begin using survey measures to help schools evaluate students and work towards achieving its goals.
However, if your coalition or the school does not have the time, resources, or expertise to effectively handle the entire process, partnering with a third party can help. An experienced surveying company can assist you in identifying your goals, selecting the right survey for the school, survey administration, collection of data, and even analysis and reporting.
Find out more about why Pride Surveys is the right choice for your student survey partnership. Got questions? Ready to get started? Give us a call at 800-279-6361 or fill out our quick online contact form!

[1]“Asking Students about Teaching: Student Perception Surveys and Their Implementation.” Policy and Practice Summary. Measures of Effective Teaching (MET) Project. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/Asking_Students_Summary_Doc.pdf on November 17, 2016.

[2]“Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains.” Policy and Practice Brief. Measures of Effective Teaching (MET) Project. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/MET_Gathering_Feedback_Practioner_Brief.pdf on November 17, 2016.

[3]“A Guide to Conducting Your Own Youth Risk Behavior Study.” June 2014. National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention: Division of Adolescent and School Health. CDC.gov. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/yrbs_conducting_your_own.pdf on November 17, 2016.

[4]Kominiak, Todd. “How to Make Your Next School Survey Count.” May 19, 2016. trustED. K12 Insight.com. Retrieved from https://blog.k12insight.com/2016/05/19/how-to-make-your-next-school-survey-count/ on November 18, 2016.

[5]Sincero, Sarah Mae. “Selecting the Survey Method. April 1, 2012. Explorable.com. Retrieved from https://explorable.com/selecting-the-survey-method on November 18, 2016.

[6]“Asking Students about Teaching: Student Perception Surveys and Their Implementation. Policy and Practice Brief. Measures of Effective Teaching (MET) Project. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/Asking_Students_Practitioner_Brief.pdf on November 17, 2016.

[7]“A Guide to Conducting Your Own Youth Risk Behavior Study.” June 2014. National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention: Division of Adolescent and School Health. CDC.gov. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/yrbs_conducting_your_own.pdf on November 17, 2016.

[8]“A Guide to Conducting Your Own Youth Risk Behavior Study.” June 2014. National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention: Division of Adolescent and School Health. CDC.gov. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/yrbs_conducting_your_own.pdf on November 17, 2016.

[9]“Asking Students about Teaching: Student Perception Surveys and Their Implementation. Policy and Practice Brief. Measures of Effective Teaching (MET) Project. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/Asking_Students_Practitioner_Brief.pdf on November 18, 2016.

[10]“A Guide to Conducting Your Own Youth Risk Behavior Study.” June 2014. National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention: Division of Adolescent and School Health. CDC.gov. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/yrbs_conducting_your_own.pdf on November 17, 2016.

[11]Ibid.

All About School Bullying Surveys for Students: Purpose, Importance, and More

The topic of bullying is not a new development in the school environment; bullying in various forms has been a significant problem affecting students of all ages for decades. According to an article in the School Psychology Review, 70.6% of young people say they have seen bullying in their schools.[1] Similarly, a large-scale study found that about 49% of children in grades 4-12 reported being bullied by other students at school at least once during the past month.[2]
The clear prevalence of bullying as a pervasive issue in schools across the country necessitates that educators take action to stop and prevent bullying within their educational spheres. The first step to ending bullying is identifying the presence of it in an environment and students’ attitudes towards it. One popular method by which decision-makers can evaluate rates of and perceptions about bullying is through school bullying surveys for students.

The Purpose & Goals of Student Bullying Surveys

The primary purpose of a student bullying survey is to identify and quantify a number of factors–rates of bullying, student and staff attitudes towards bullying, different types of bullying occurring, and more—in order to address them. They “help schools determine the frequency and locations of bullying behavior. They can also gauge the effectiveness of current prevention and intervention efforts, which can help school staff select appropriate prevention and response strategies.”[3] By collecting this valuable information, schools can then create an accurate picture of bullying in their specific environments. Bullying surveys help administrators and decision-makers:

  • • “Know what’s going on. Adults underestimate the rates of bullying because kids rarely report it and it often happens when adults aren’t around. Assessing bullying through anonymous surveys can provide a clear picture of what is going on.
  • • Target efforts. Understanding trends and types of bullying in your school can help you plan bullying prevention and intervention efforts.
  • • Measure results. The only way to know if your prevention and intervention efforts are working is to measure them over time.”[4]

 

What Student Bullying Questionnaires Measure

While different types of bullying surveys may cover a variety of specific and non-specific topics, examples of bullying-related topics that these questionnaires can explore include:

  • • Frequency and types of bullying
  • • Adult and peer responses to bullying
  • • Locations, including “hot spots” for bullying activity
  • • Staff perceptions and attitudes about bullying
  • • Aspects of the school or community that may support or help stop bullying activities
  • • Student perception of safety in the school
  • • Overall school climate5]

Similarly, the types of questions asked in a student survey about bullying have the potential to vary dramatically. Sample questions that might be posed include:

  • • How many times in the last 30 days has another student shoved or hit you?
  • • How many times in the last 30 days have other students used the Internet or cell phones to tell lies about you, embarrass you, or threaten you?
  • • Do you feel that your school has a problem with students spreading rumors or lies about students they are mad at or don’t like?
  • • How true is this statement for you: I can go to a teacher to get help solving problems at home or school.
  • • In your school, how safe do you feel in the halls?[6]

As mentioned above, each school environment is unique, and there are many different types of bullying surveys that can be used. Some are fairly general, covering everything from rates of many different forms of bullying to overall school climate, while others are highly specific, such as one measuring the effectiveness of an in-place cyberbullying prevention program for specific grade levels.

The Importance of Bullying Surveys

School bullying surveys for students are important because bullying in all forms can have a seriously detrimental, long-term impact on not only the victim, but also on other students exposed to the activities.[7]

  • • Students who are bullied can experience a range of effects lasting long past grade-school days, including depression, low self-esteem, health problems, poor grades, and suicidal thoughts.[8]
  • • Students who bully others are more likely than their peers to feel disconnected from and dislike school, get into fights, steal and vandalize property, exhibit violent behavior, drink alcohol, and smoke.[9]
  • • Students who observe bullying in the school environment experience negative effects such as reluctance to attend school, feelings of fearfulness, increased mental health problems such as depression and anxiety, and increased use of tobacco, alcohol, or other drugs.[10]

Bullying can have a far-reaching impact on the overall climate of the school and community as well.[11] Schools where bullying is allowed to occur unchecked often face:

  • • An educational environment filled with fear and disrespect.
  • • Students who experience significant learning difficulties.
  • • Students who feel insecure and/or who dislike school.
  • • A widespread student perception that administrators and teachers have little control over bullying and the environment at large and/or that authority figures do not care about them.[12]

Because studies report that only an estimated 36% of bullying is reported to a teacher or parent[13], schools may have a bullying problem that the adults in the environment are not even aware of.
That’s a primary reason why student bullying surveys are so critical—they offer invaluable, actionable information to help decision-makers identify any problems present and take steps to address them.

Choosing a Student Bullying Survey for Your School

When it’s time to choose a bullying survey for your students, it’s important to know what your goals are and what you hope to achieve with your results. It’s equally important to find a survey that is valid, reliable, and real-world tested.
Partnering with an experienced school survey company can make the entire surveying process easier and more affordable from start to finish. At Pride Surveys, we have been helping schools survey their students on bullying, substance abuse, school climate, mental health, and more for over thirty years.
Ready to learn more? Find out about the many benefits of choosing Pride for your surveying needs and how to choose the best school survey for your students. Questions? Give us a call at 800-279-6361 or contact us online.

[1] Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.

[2]Ibid.

[3]“Assess Bullying: What an Assessment Can Do.” StopBullying.gov. Retrieved from https://www.stopbullying.gov/prevention/at-school/assess-bullying/ on November 2, 2016.

[4]Ibid.

[5]Ibid.

[6]Social, Emotional and Bullying Behavior Study: Grades 6-9.” Pride Surveys. Retrieved from http://www.sebbsurvey.com/assets/Bully-130822final_watermark.pdf on November 2, 2016.

[7] 1 C. Salmivalli, K. Lagerspetz, K. Björkqvist, K. Osterman, and A. Kaukiainen, “Bullying as a Group Process: Participant Roles and Their Relations to Social Status within the Group,” Aggressive Behavior 22 (1996): 1-15.

[8]“How Bullying Affects Children.” Violence Prevention Works! Retrieved from http://www.violencepreventionworks.org/public/bullying_effects.page on November 2, 2016.

[9]“The Impact of Bullying.” Bully Stoppers. Victoria State Government. Retrieved from http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx on November 3, 2016.

[10]Ibid.

[11]“How Bullying Affects Children.” Violence Prevention Works! Retrieved from http://www.violencepreventionworks.org/public/bullying_effects.page on November 2, 2016.

[12]Ibid.

[13]Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092_sum.pdf

Analyzing & Interpreting Student Survey Results Data in Schools

Many schools and educational organizations today are using student surveys to evaluate student perceptions, behaviors, and activities across a wide variety of topics such as bullying, substance abuse, school climate, and more.

However, successfully conducting a student survey doesn’t end once the responses have been collected. In fact, that’s when one of the most important parts of the process begins—the analysis and interpretation of results. In fact, accurately and effectively analyzing and interpreting the data and results from your student surveys is critical to achieving your school’s surveying goals.

As researchers at the National Center for Education Evaluation and Regional Assistance noted: “[g]enerally, schools collect enormous amounts of data on students’ attendance, behavior, and performance, as well as administrative data and perceptual data from surveys and focus groups. But when it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how the information is used.”[1]

Conducting Manual Student Survey Data Analysis

 

If you are manually managing and analyzing your student survey data, the first step is inputting the raw data into a data file that allows for information analysis, such as an Excel spreadsheet or Access database.[2]

In order to accurately input the data, the questions on your survey must be split into distinct, quantifiable categories. The four primary question-and-answer-style survey questions are interval, ordinal, ratio, and categorical questions; each style of question requires a separate type of analysis.

  • • Interval questions involve a range of values with meaningful distances between them.[3] An example question might be: “How many times in the past month have you have seen a classmate being bullied?” with answer responses of “0 times, 1-5 times, 6-10, times, 11-15 times, 15 times or more.” Interval data is usually well-represented by a contingency table.
  • • Ordinal questions are posed on a Likert scale that asks “how much” or a similar qualitative data point.[4] An example question might be: “How much do you agree with the following statement: My teachers care about my success in the classroom,” with answer responses of “Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree.” Ordinal data is best represented in a relative frequency or contingency table or graph.
  • • Ratio questions ask about precise measurements[5], which make them best for queries where a student can only have one definite response. An example question might be: “What grade are you currently in at school?” with response options of “6th grade, 7th grade, 8th grade, 9th grade.” Depending on the question, ratio data can be represented in a relative frequency table or a table including averages.
  • • Categorical questions, also sometimes called nominal questions, refer to different, non-quantifiable categories.[6] An example question might be: “What is your ethnicity/race?” with response options such as “Caucasian/White, Hispanic/Latino, Black/African American, Native American/American Indian, Asian/Pacific Islander, Other.” Categorical data is best represented using a relative frequency table or graph.

 

Conducting Technology or Program-Assisted Data Analysis

 

If you are using a specialized data analysis or surveying program, this program will likely handle these initial analysis steps for you. Once you input the raw data and indicate how you want it analyzed, the software can do the heavy lifting and provide you with the results.

Similarly, partnering with a proven surveying company that provides built-in analysis software can expedite this process even further. Once you have collected your raw student survey data, whether on paper or digitally, your school submits the data and the survey company handles all of the next steps, from data input to statistical analysis and creating a graphical representation of results. Some companies even offer electronic dashboards where educators can easily view, share, and analyze results.

Interpretation: Making Student Survey Data Work for Your School

 

Once you have completed an initial analysis of the raw data and it is in a more easily understandable form, such as a series of charts or graphs, the next step in the process is to interpret what the data is indicating.

“Interpreting results is a process of moving from data to insights (what do these numbers mean?) to judgments of fact (have we understood the data correctly?) then value (is this important to us?) and from there to action (what should we do?).”[7] These indications and interpretations are where large-scale conclusions can be drawn and trends can be recognized, ultimately leading to purposeful and impactful decision-making.

Establishing Benchmarks for Improvement

 

A primary goal of most student surveys is improvement, whether that refers to improvement of the school’s anti-bullying initiatives, improvement of the overall school climate, or something else entirely. But in order to show improvement, there must be a point from which the school can improve. This is referred to as a benchmark.

The data gathered from school surveys can indicate the presence of a problem (or the problem’s degree of magnitude) and establish a point-of-reference against which the results of future surveys can be measured once the problem is addressed.

Recognizing Trends and Implications through Longitudinal Analysis

 

Another way that survey data interpretations can benefit schools is by helping them recognize trends and the possible implications of those trends through longitudinal analyses.

For example, consider a situation in which a middle school surveys every eighth grade class for a period of five years and notices a distinct downward trend in positive perceptions of school climate. They could then dive deeper into the available data to see if there is a specific area of the school that consistently receives lower ratings, such as availability of adequate classroom supplies or teacher attitudes towards discipline. As a result of this data, the school could recognize a need for more textbooks or improved disciplinary resources and institute an action plan to address these needs.

Avoiding “Analysis Paralysis”

 

“Analysis paralysis” refers to a state in which data is collected, but not acted upon.[8] It is easy for schools and educators to “become tangled up in the endless work of collecting information” without moving to the next step of formulating a plan of action.[9] It is critical that decision-makers take steps to avoid becoming stagnant after investing time and effort to collect the raw data.

Getting Expert Help with Your School’s Survey Data

 

Clearly, when survey data is analyzed and interpreted accurately and effectively, it can be incredibly helpful to schools seeking to improve the educational environment for their students. “With appropriate analysis and interpretation of data, educators can make informed decisions that positively affect student outcomes.”[10]

However, it’s also arguable that analysis and interpretation are the most difficult parts of the surveying process. That’s where partnering with a proven and experienced school surveying company can help.

Pride Surveys takes the guesswork out of the surveying process. First, we provide your school with the scientifically reliable and valid surveys of your choice. Once the surveys are complete, we handle the input and preliminary analysis of the raw data and then provide decision-makers with an innovative electronic dashboard. Here, they have a comprehensive and easy-to-understand view of the school’s data, which enables them to begin the process of interpretation and action planning.

Browse the different types of student surveys we offer and find out why Pride is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1]THamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

[2]“Analyzing Survey Data.” Faculty Innovate: University of Texas. Retrieved from https://facultyinnovate.utexas.edu/sites/default/files/survey_-_analyze_data_detailed.pdf on November 10, 2016.

[3]Harrison, Chase. “Managing and Manipulating Survey Data: A Beginners Guide.” Harvard University: Department of Government. Program on Survey Research. Retrieved from http://psr.iq.harvard.edu/files/psr/files/ManagingSurveyData_0.pdf on November 10, 2016.

[4]Ibid.

[5]Ibid.

[6]Collie, Sarah L. & Rine, P. Jesse. “Survey Design: Getting the Results You Need.” Office of Process Simplification. University of Virginia. May 26, 2009. Retrieved from http://www.virginia.edu/processsimplification/resources/survey_design.pdf on November 10, 2016.

[7]“Understanding What Students Say: Interpreting My Voice Survey Results.” Quaglia Institute for Student Aspirations. Retrieved from http://opi.mt.gov/PDF/MBI/Voice/InterpretingSurveyResults.pdf on November 11, 2016.

[8]Ibid.

[9]Danielson, Charlotte. Teacher Leadership that Strengthens Professional Practice. Page 142. 2006. Association for Supervision and Curriculum Development. Alexandria, VA.

[10]Lewis, Dale, Madison-Harris, Robyn, Muoneke, Ada, and Times, Chris. “Using Data to Guide Instruction and Improve Student Learning.” SEDL Letter Volume XXII, Number 2, Linking Research and Practice. SEDL: American Institutes for Research. Retrieved from http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html on November 11, 2016.

Top Five Reasons to Survey Your Students

Student surveys can be powerful tools to help school administration and educators gather valuable data. This school data allows for an in-depth analysis of the overall school climate, at the same time rendering a representative picture of student perceptions.
There are a number of reasons school systems should consider conducting student surveys, but we’ve laid out five of the most impactful ones below.

5. Using Student Surveys to Recognize Trends

By using student surveys, schools can view longitudinal data, particularly when surveying every year or every other year. This allows school administration to recognize trends, presenting the opportunity to identify a potentially problematic development and work to address it before it becomes an even bigger issue.
For example, a number of years ago, one school district uncovered a disturbing fact while analyzing their student survey data: in the 8th grade class at a single school, a disproportionate amount of the female students were contemplating suicide.
School administration took immediate action and extra counselors were brought in to discuss areas of concern with students. While there is no way to scientifically correlate the power of these data trends, it’s worth noting that there were no suicides in the school that year.

4. Using School Data from Student Surveys to Improve PR

Having accurate and up-to-date school data allows administrators and officials to distribute accurate information to the public and the press. This is especially critical in times of emergency and crisis, when these student surveys could protect a school from the spread of false information.
One excellent example of this occurred several years ago. We worked with a school that experienced a school shooting. We combed through their student evaluations, looking for any violence-predictive trends. What we discovered was quite the opposite: the school had significantly low incidences of bullying and violence, students in gangs, and instances of students bringing guns to school.
We shared these data trends with the principal and drafted a press release showing that the tragic incident was an outlier, not the result of a violent school climate left unchecked.

3. Using Data Trends from School Surveys for Students to Initiate Important Conversations

Student survey data that is responsibly collected has the power to influence decisions and initiate a change in perspectives. Similarly, data in schools that is gathered at the local level has a significantly greater degree of impact to the people in that area than most national statistics.
Analyzing survey data at the local level presents an opportunity for school administration to use the information collected to start a conversation – with principals, teachers, students, and parents – about the stories found there.
Having a qualitative picture of the school climate allows these conversations to be focused and productive. This is particularly important during discussions of controversial topics such as student use of alcohol, tobacco, and other drugs.

2. Using Student Survey Data in Schools to Make & Save Money

As a result of financial strains, many school systems are investigating new opportunities for budgetary support. One often overlooked avenue for this is grant funding. Student survey data can be used to apply for additional funding for school programs through grants.
For example, approved survey questionnaires for students can be used to apply for a number of different government programs, such as the Drug-Free Communities (DFC) Support Program grants and the STOP Act grants. Student survey data trends and evidence can also be used to apply for additional supplemental funding from smaller grants, like tobacco prevention and cessation programs or behavioral health initiatives.
While student survey data can be used to garner additional funding, it can also be used to save school system money. By evaluating the efficacy of in-place programs based on data evidence, school administration and decision-makers can identify their impact and, if necessary, reallocate valuable resources to where they might be more effective.

1. Analyzing Student Survey Data to Make Informed Decisions

School administration is responsible for determining where critical resources and funding will be distributed throughout the school over the course of the year. Analyzing student survey data allows key decision-makers to have a clear picture of the school’s financial investments and goals.
Collecting and analyzing survey data from students can provide a wealth of information that can help the school administration conduct data-informed decision making so that they can make more accurate assessments regarding the investment of funding for school programs.

The Power of School Surveys for Students

The list above covers only a few of the most important reasons why schools should conduct student surveys on a regular basis. But there are many other substantial benefits that can be gained from having an accurate representation of the school climate and student perceptions. Analyzing survey data has a wide range of uses and purposes, and school systems could see a variety of advantages from the data trends being used in meaningful ways.

Flexible Funding with ESSA, New Federal Education Legislation

Flexible School Funding with ESSA, a New Piece of Key Federal Education Legislation

New federal education legislation may soon be affecting school budgets and allowing more flexibility in terms of spending. In 2016, the Every Student Succeeds Act (ESSA) was signed into legislation, effectively replacing No Child Left Behind (NCLB). ESSA changes several key budgetary and spending requirements, which will allow for flexibility in state and school spending with a focus on evidence-based assessments and interventions.

Increased Spending Flexibility for Schools

According to the Department of Education, under ESSA, funding is no longer directed for federally-specific interventions; rather, the DOE will prioritize funds based on the state’s lowest-performing five percent of schools, low graduation rates, and low performance among subgroups of students. This shift increases schools’ flexibility to use funds for locally-tailored, evidence-based strategies created in collaboration with principals, teachers, and parents. As such, it is a critical step in shifting away from the federal approach of top-down interventions used in NCLB and towards instituting local level accountability and measurable goals that are meant to create higher overall standards and closing of achievement gaps.

ESSA Funding for Title I and Title II Schools

The Association of School Business Officials International states that funding under Title I has seen no changes. Under Title II, the allotment will change from the NCLB’s 35/65 funding model based on student population and student poverty to ESSA’s 20/80 model gradually over the next several years. Minimum awards granted to each state will be slowly discontinued; however, states are allowed more flexibility to use the dollars for things such as class-size reductions, teacher evaluations, development and training.
Under ESSA’s Title IV funding guidelines, many programs were eliminated and replaced with noncompetitive, formula-based grants. This section includes details about the support of safe and healthy students initiative, which emphasizes school coordination with other schools and community-based organizations (substance abuse, mental health, violence, etc.) in using evidence-based programs to create change.

Pay for Success (PFS) Grants Under ESSA

Additionally, the Pay for Success (PFS) grant model is implemented under ESSA, providing federal funding based on outcomes, which may be used by schools, districts, and leading education agencies (LEAs). Districts receiving above $30,000 must perform a needs assessment and then expend 20% of grants on safe and healthy school activities, 20% to a well-rounded education, and the remaining 60% on three priorities (with a 15% cap on technology spending).

Using Surveys to Assess Needs and Gather Evidence for ESSA Funding

Overall, these new regulations under ESSA are helping schools to move forward and will promote a more well-rounded education, while at the same time upholding accountability to ensure the progress of all students. With more flexibility in spending federal dollars, schools, districts, and LEAs have a better chance to create and promote change through assessments and evidence-based intervention programs.
One of the most effective and reliable ways to assess needs and gather scientifically valid evidence for the funding options available under the new federal education legislation is through school surveys. Pride Surveys offers a variety of measures that are customizable up to ten questions to help schools, grant recipients, and state agencies evaluate and address many topics from substance abuse and school climate to bullying and mental health in schools.
Browse our most popular surveys, find out why Pride is the right partner for your school’s surveying needs, or check out the valuable resources in our blog. Questions? Give us a call today at (877) 957-6870 or fill out our quick online contact form.

Taber, Tiffany. “Implementing the Every Student Succeeds Act to Enhance Equity and Excellence.” May 26, 2016 http://blog.ed.gov/2016/05/implementing-the-every-student-succeeds-act-to-enhance-equity-and-excellence/

Association of School Business Officials International. “The Every Student Succeeds Act.” January 2016 http://www.oasbo.com/documents/16WC-ESSA.pdf

Student Drug Use & Substance Abuse Surveys | Goals & Purpose

An In-Depth Look at Student Drug Use & Substance Abuse Surveys

Substance use and abuse by students has been a national issue for decades due to the impact that it has on students and learning. It’s no surprise that school surveys specifically designed to measure student behaviors and attitudes towards drugs have been in use for several decades.

Just as different generations of students have different opinions and worldviews, their perceptions about and use of alcohol, tobacco, and other drugs change over time due to shifting social norms. The surveys used to collect this data also have to adapt to changes in the culture and new substances as they surface.

Here’s an in-depth look at the types of student drug use and substance abuse surveys being used in schools and communities across the nation today.

The Goals & Purpose of School Substance Abuse Questionnaires

 

The primary purpose of this type of school survey is to collect comprehensive, accurate, and reliable information about attitudes towards and usage trends regarding student drug use and substance abuse. The ultimate goal is to use this data to make improvements in specific or general areas in the school and the student body.

In short, student drug use surveys serve a critical need in the educational environment, because they offer schools and decision-makers a wealth of information that enables them to:

  • • Identify trends and patterns
  • • Identify priority issues
  • • Make informed funding decisions
  • • Develop and evaluate effective policy and programs
  • • Empower youth
  • • Reduce costs, improve youth outcomes, and strengthen communities[1]

 

What Student Drug Use Surveys Measure

 

School drug use and substance abuse surveys are crafted to measure perceptions about and rates of student use and abuse of alcohol, tobacco, and other drugs. There are many different aspects of this, and some of the specific factors involved that surveys measure include:

  • • Incidence of alcohol, tobacco, and other drug use (ATOD)
  • • Where ATOD used
  • • When ATOD used
  • • Perceived availability of ATOD
  • • Perceived risk of drugs
  • • Tolerance for drug use
  • • Friends’ drug use
  • • Perception of friends’ disapproval regarding ATOD
  • • Perception of parents’ disapproval regarding ATOD
  • • Risk and protective factors: individual, family, school, and community
  • • Drug use and violent behaviors at school and outside school
  • • Source & accessibility of drugs, cigarettes, weapons[2][3]

 

Some surveys may be highly specific, focusing on a specific drug or substance, a specific age group, or both. For example, a middle school concerned about a rise in cigarette use among students might measure perceptions about and use of tobacco products for their 7th-grade classes over time. Conversely, other surveys might be more general, concentrating on both general and specific information about substance use. For example, a large high school might be concerned about a variety of drug use issues among it students, so administrators choose a measure that assesses beliefs about and use of everything from alcohol and tobacco products to prescription medications and illicit drugs.

As a result, the types of questions addressed in a student substance abuse survey can vary widely from measure to measure and school to school. However, sample questions that might appear on a survey include:

    • • Within the past year, how often have you used tobacco (cigarettes, cigars, dip, etc.)?
    • • How many times in the past year have you been drunk or high at school?
    • • How wrong do your friends feel it would be for you to use prescription drugs not prescribed to you?
    • • How wrong do your parents feel it would be for you to smoke marijuana?[4]

 

The Importance of School Substance Abuse Surveys

 

While adolescents are certainly not the only demographic group to face issues of substance use and abuse, “data repeatedly shows that students and youth more commonly use alcohol and drugs than any other age group.”[5] This prevalence is highly problematic for a number of reasons.

First, a large body of research has identified a negative correlation between drug use and school performance.[6][7][8] Additionally, students under the influence of cognitively impairing substances are less able to effectively learn and are at risk of long-term and permanent impairment of memory and cognitive ability.[9][10] Finally, student drug use is “correlated with antisocial and violent behavior, such as bringing guns and knives to school, as well as other risk-taking behaviors.”[11]

Many Schools use these surveys as a way to apply for additional funding. Once you know there is an issue surrounding a negative behavior there is grant funding that will provide the school with resources to address those issues and fund future surveys.

These surveys are incredibly important to both schools and communities because they “provide essential information about the prevalence and harms associated with substance use among youth who attend school.”[12]

Choosing a Student Drug Use Survey for Your School

 

Clearly, substance abuse surveys are an impactful and reliable way for schools to measure and address student drug use. There are many different questionnaires available today, but it’s important to note that not all surveys are created equal. Your school needs a measure that is valid, reliable, tested, and anonymous, among other things. This can make choosing the right student survey a difficult process. However, partnering with a proven, experienced surveying company can make the process faster, easier, and even more affordable.

At Pride Surveys, we have been helping schools survey their students for over thirty years. We can work with you to find the best questionnaire for your needs and your budget, enabling you to meet your goals, improve your school climate, and better serve your students and communities.

Ready to get started? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1]The Value of Student Alcohol and Drug Use Surveys. December 2013. Canadian Centre on Substance Abuse. Retrieved from http://www.ccsa.ca/Resource%20Library/SDUS-Value-en.pdf on October 20, 2016.

[2]The Risk and Protective Factor Student Survey. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-risk-and-protective-factor-student-survey/ on October 19, 2016.

[3]The Pride Survey for Grades 4-6. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-pride-survey-for-grades-4-6/ on October 19, 2016.

[4]Risk and Protective Factor Questionnaire for Grades 6-12. Pride Surveys. Retrieved from http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-RPF-Questionnaire.pdf?24559c on October 19, 2016.

[5]Student Drug Use. Canadian Centre on Substance Abuse. Retrieved from http://www.ccsa.ca/Eng/topics/Monitoring-Trends/Student-Drug-Use/Pages/default.aspx on October 20, 2016.

[6]Sanders CE, Field TM, Diego MA. Adolescents’ academic expectations and achievement. Adolescence. 2001; 36:795– 802.

[7]Rivers WL. Is there a relationship between drug use and academic achievement? J Sch Health. 1981; 51:171– 173.

[8]Misra RK. Achievement, anxiety, and addiction. NIDA Res Monogr. 1980; 30: 212– 214.

[9]Goode E. Drug use and grades in college. Nature. 1971; 234:225– 227.

[10]Pope HG Jr., Yurgelun-Todd D. The residual cognitive effects of heavy marijuana use in college students. JAMA. 1996; 275:521– 527.

[11]The Role of Schools in Combating Illicit Substance Abuse. December 2007. Council on School Health and Committee on Substance Abuse. American Academy of Pediatrics. Retrieved from http://pediatrics.aappublications.org/content/120/6/1379 on October 20, 2016.

[12]Student Drug Use. Canadian Centre on Substance Abuse. Retrieved from http://www.ccsa.ca/Eng/topics/Monitoring-Trends/Student-Drug-Use/Pages/default.aspx on October 20, 2016.

Student Survey Types & Samples | School Climate, Bullying & More

Student Survey Types & Samples: An Overview

It’s no secret that student surveys are a powerful way for schools to evaluate their programs, environments, and students’ perceptions and behaviors. Thus, they are often an attractive option for administrators and educational decision-makers who are interested in assessing their schools.
But before you begin the process of selecting the best student survey for your school , it’s important to know the differences between the myriad types of student surveys, including variations of what they are and what they measure.

School Climate Surveys

School climate surveys are scientific measures that evaluate several significant aspects of the educational environment in order to evaluate a variety of specific and general factors. The primary goal of this type of survey is to attain a comprehensive picture of the school and identify particular strengths and weaknesses of its different areas.[1]
Student surveys to measure the climate of a school typically measure several different aspects, but some of the most frequently addressed topics include:

  • • Student-teacher relationships at school
  • • Students and learning
  • • Teacher involvement
  • • Students at home and in the community
  • • Student alcohol, tobacco, and other drug use
  • • Student mental health
  • • School climate
  • • Other student behaviors such as:
    • o Violence
    • o Bullying
    • o Absenteeism and suspension[2]

In order to measure these facets of the school environment, these types of surveys will likely ask a variety of questions related to students’ perceptions and beliefs. Samples of questions that a school climate survey might ask include:

  • • Instructions: Please indicate the degree to which you believe the following statements are true or not true. Answer options include: not true at all, somewhat not true, somewhat true, or very true.
    • o We don’t learn much when a substitute teacher is in the classroom.
    • o Students have lots of chances to help decide things like class activities and rules.
    • o Parents treat teachers in my school with respect.
    • o Teachers help students cope with stress.[3]

 

Bullying & Mental Health Surveys

Bullying and mental health surveys are questionnaires that measure the prevalence of, perceptions of, and attitudes towards these specific issues by students within the learning environment. The goal of these measures is to “determine the frequency and locations of bullying behavior… [and] gauge the effectiveness of current prevention and intervention efforts. Knowing what’s going on can help school staff select appropriate prevention and response strategies.”[4]
Bullying and mental health surveys measure a range of factors and different surveys often measure different things. However, most of these measures include questions referencing:

  • • Social and Emotional Skills
  • • Peer Relationships
  • • Bullying Behaviors
  • • School Climate
  • • Substance Abuse[5]

The questions used on these types of student surveys will likely differ based on the target age range and the goals, however, sample questions may include:

  • • Instructions: Please indicate the degree to which you believe the following statements are true or not true. Answer options include: not true, somewhat not true, somewhat true, or very true.
    • o I am able to solve problems with people without using violence or aggression.
    • o Coming up with lots of different ideas of what to do helps me solve problems.
    • o I stood by and watched other students getting teased, pushed, or shoved.
    • o Other students used the Internet or cell phone to tell lies about you, embarrass you, or threaten you.[6]

 

Substance Abuse Surveys

Substance abuse surveys are scientific evaluations designed to assess and quantify attitudes and incidence of alcohol and drug use and abuse by students inside and outside of school. The primary goal of these measures is to “to quantify the use of alcohol, tobacco and other substances among middle and high school students…and to identify the risk and protective factors that influence a student’s choice of whether or not to engage in these and related harmful behaviors.”[7]
Depending on the age of the students and the community in which the questionnaire is being administered, substance abuse surveys may be highly specific (focusing on alcohol use among sixth-grade students) or very broad (measuring all instances of substance use and abuse for all middle and high school students in a system). Many of these types of surveys include questions covering topics such as:

  • • Incidence of alcohol, tobacco, and drug use
  • • Age of onset of drug use
  • • Perceived risk of drugs
  • • Parents’/friends’ approval of student use of drugs or threatening behavior
  • • Risk and protective factors
  • • Discipline problems at school and outside school
  • • Feeling of safety at school and in neighborhood
  • • Time of day/week for using drugs
  • • Ease of obtaining drugs
  • • Location of drug use
  • • Effect of using drugs
  • • Personal and family information
  • • Academic achievement
  • • Activities at school and in community
  • • Family life[8]

Clearly, the questions employed on a substance abuse survey will be dependent on the scale and type of measure used. Some sample questions include:

  • • Do your parents talk with you about the problems of tobacco, alcohol, and drug use? (Answer Options: Never, Seldom, Sometimes, Often, A Lot)
  • • Have you bought or sold drugs AT school? (Answer Options: Yes, No)
  • • How easy is it to get tobacco (cigarettes, cigars, dip, etc.)? (Answer Options: Don’t Know/Can’t Get, Very Difficult, Fairly Difficult, Fairly Easy, Very Easy)
  • • How wrong do your parents feel it would be for you to use prescription drugs not prescribed to you? (Answer Options: Not At All Wrong, A Little Bit Wrong, Wrong, Very Wrong)[9]

 

Additional Types of Student Surveys

While a majority of student surveys generally fall into the categories outlined above, that list is certainly not exhaustive. Additional questionnaires that schools may want to investigate for use include surveys that measure:

  • • Family and community engagement
  • • Social and emotional learning beliefs and skills
  • • Teacher and administrator performance evaluations
  • • Grade or educational level preparation
  • • Healthy and unhealthy behavioral habits
  • • LGBT youth awareness and bullying

 

Choosing the Right Student Survey Type for Your School

Once you’ve identified the specific type of student survey your school will conduct, based on your specific needs and goals, the next step is to choose the actual survey itself. Just as there are many different types of surveys, there are dozens of unique survey measures included within each category. As a result, selecting the right one can be a daunting task.
For help, check out our article on choosing the best student survey for your school. Or get in touch with Pride Surveys, a proven survey company with over three decades of experience in the industry. We can help you select a proven and reliable survey that will help your school achieve its goals. To find out more, fill out this short online contact form or give us a call at 800-279-6361.

[1]Cornell, Dewey. “School Climate Data Collection Reporting and Use.” National Leadership Summit on School Discipline and Climate. Curry School of Education: University of Virginia. Retrieved from https://safesupportivelearning.ed.gov/sites/default/files/1_Dewey%20Cornell_Summit_Data.pdf on October 11, 2016.

[2]The Pride Learning Environment Survey. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-pride-learning-environment-survey/ on October 12, 2016.

[3]Pride Teaching Environment Survey: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-TES-Questionnaire.pdf?24559c on October 12, 2016.

[4]“Assess Bullying.” StopBullying.gov. U.S. Department of Health & Human Services. Retrieved from https://www.stopbullying.gov/prevention/at-school/assess-bullying/ on October 13, 2016.

[5]Middle School Survey for Social, Emotional, and Bullying Behavior. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-social-emotional-and-bullying-behavior-middle-school-survey/ on October 12, 2016.

[6]Social, Emotional and Bullying Behavior Survey Grades 6-9. Pride Surveys. Retrieved from http://www.sebbsurvey.com/assets/Bully-130822final_watermark.pdf on October 12, 2016.

[7]Maine Youth Drug and Alcohol Use Survey (MYDAUS). Substance Abuse and Mental Health Services: An Office of the Department of Health and Human Services. Retrieved from http://www.maine.gov/dhhs/samhs/osa/data/mydaus/ on October 13, 2016.

[8]Student Survey for Grades 6-12. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/pride-student-survey-for-grades-6-12/ on October 11, 2016.

[9]The Pride Questionnaire for Grades 6-12: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/supportfiles/2014-15USQuestionnaire.pdf?24559c on October 12, 2016.

How to Choose the Best Student Surveys | Middle & High Schools

How to Choose the Best Student Surveys for Your Middle or High School

Student surveys are a powerful and popular way for middle and high schools to evaluate a variety of educational factors, such as school climate, drug and alcohol abuse, mental health, and more.

How do you know you’re picking the right survey for your school, your goals, your students, and your programs? How can you be sure that the student questionnaire gives you valid and reliable data that will be immediately useful for your school and its programming?

Check out the tips below to find out what you should be looking for in an educational questionnaire and how to choose the best student surveys for your school.

Choose Scientifically Tested & Researched, Evidence-Based School Surveys

 

When you’re evaluating many different student surveys for use in your school, it’s important to know that, objectively and scientifically, the questionnaire you use is accurate and will provide correct, statistically relevant information. To find a survey that meets these high requirements, administrators and school boards should look for measures that are:

    • • Anonymous – Surveys and questionnaires that are not anonymous are likely to be less accurate as participants may adjust their answers for fear of targeted consequences. As a result, data will be skewed and, thus, will be markedly less effective. Guaranteed anonymity assures students that there will be no repercussions from their answers and “can lead to higher response rates because the respondent knows his/her identifying information cannot be tracked.”[1] For more information on why survey anonymity is critical to attaining accurate data, check out this article on The Importance of Anonymous Surveys.
    • • Reliable: Survey reliability is defined as “the extent to which a scale performs in consistent, predictable ways.”[2] Having a student survey that is proven to be reliable is critical, as it ensures that the “surveys provide stable and consistent results over repeated measures, allowing for results to be replicable across different testing situations.”[3]
    • • Valid: Survey validity concerns “whether the surveys measure what they are designed to measure and [whether they] provide evidence that supports inferences about the characteristics of individuals being tested.”[4] Choosing a student survey that is valid makes certain that you are accurately measuring precisely the factors and perceptions that you are interested in.
    • • Tested: The student survey you choose should have undergone rigorous real-world testing in a variety of environments. This testing process helps to identify any potential issues with the questionnaire so that they can be remedied before they are used in your school. Specific elements that the best school surveys will test include: instructions to survey respondents, question clarity, underlying assumptions that may be untrue, knowledge or memory limitations, sensitive or biased questions, problems with question response categories, and formatting or question ordering problems.[5]
    • • “Lie-Proof:” Not every student is going to be completely honest in their survey responses; some may “Christmas tree” their responses by randomly selecting answers, while others may intentionally provide false ones. In order to weed out these potentially problematic responses, the best student surveys include specific lie detector questions. These specialized questions are designed to identify potentially false responses and exclude them to prevent incorrect information from impacting response data.
    • • Timely: If you have to wait months or a year for your data to get back to you, you risk missing an opportunity to address the most pressing issues as they are occurring.

 

Choose the Best Student Survey for Your School’s Specific Goals

 

Once you have selected a survey measure that fits all of the above criteria, you should evaluate it based on a different set of factors, to ensure that it fits your school’s goals for the survey process.

    • • Program Evaluation. If you’re looking for a survey to evaluate a specific educational program, such as an anti-bullying initiative or drug and alcohol prevention curriculum, pre-, post-, and longitudinal surveys can be especially helpful. These specialized questionnaires “can measure change-over-time when used to monitor pre-program conditions against post-program conditions; they can be used to gather extensive data regarding perceptions of participants when it is important to judge a participant’s motivation during a program; and they can ensure the consistent collection of data because all respondents receive exactly the same questions in exactly the same way.”[6]
    • • School Climate Assessment. “School climate is best evaluated with surveys that have been developed in a scientifically sound manner and are comprehensive in two ways: (1) recognizing student, parent, and school personnel voice and (2) assessing all the dimensions that color and shape the process of teaching and learning and educators’ and students’ experiences in the school building. Although there are hundreds of school climate surveys today, there are few that meet these two criteria.[7] Thus, when choosing your school surveys to measure school climate, it’s important to take these factors into consideration.
    • • Student Perception Measurements. If one of your school’s surveying goals is to evaluate student perceptions of a particular aspect or behavior, such as bullying, mental health, or substance and alcohol abuse, you should “[s]elect a tool that focuses on the specific issues within your school and community.”[8] For example, if your administration is interested in evaluating bullying in the educational environment, it’s important to know that most bullying “assessment tools measure all forms of student involvement in bullying. However, certain assessments are designed to target specific groups, such as lesbian, gay, bisexual, questioning, and transgender students or other minority groups.”[9] Thus, if your school’s interest in bullying perceptions focuses more specifically on LGBT bullying, you may want to select a more specialized survey.
    • • Grant & Supplementary Funding Applications. Are you looking to apply for a specific grant or government funding program? Before selecting a questionnaire, you’ll want to make sure that the student survey you choose is approved for use in the application. For example, applicants for the Drug-Free Communities (DFC) Support Program grant must present results from approved survey measures as part of the application process. And, while “DFC does not require that you use a specific survey… if funded, surveys used to measure the DFC 4 core measures must be approved by the DFC National Evaluation Team.”[10]

 

Choose a Partnership to Get the Best Student Surveys Available for Your School

 

Deciding to conduct a high school or middle school student survey is a relatively easy task. However, knowing which survey measure to choose can be a much more daunting endeavor. Naturally, you want to select the best student survey to get the best results to attain a clear picture of your educational environment. But, because of all the factors you must take into consideration, oftentimes that’s easier said than done.

That’s why it can be helpful to partner with an experienced, proven survey company you can trust. Find out more about how Pride Surveys can help your school choose the perfect student survey here. Or get in touch with us via phone at 877-957-6870 or by filling out our short online contact form.

[1]Conducting the Survey: Ensuring Security. University of Minnesota: Survey Connection.

[2]Sriram, Rishi. Five Things NOT To Do In Developing Surveys for Assessment in Student Affairs. NASPA Research and Policy Institute Issue Brief. Retrieved from https://www.naspa.org/images/uploads/main/5THINGS-SURVEYS_FEB2014_WEB.pdf on September 28, 2016.

[3]Kim, H. H., & Lalancette, D. (2013). Literature review on the value-added measurement in higher education. Retrieved from http://www.oecd.org/edu/skills-beyond-school/Litterature%20Review%20VAM.pdf on September 28, 2016.

[4]Ibid.

[5]Willis, Gordon. Developing and Testing Survey Questions. NIH: NIDCR: Division of Extramural Research: Behavioral and Social Sciences Research Branch: Survey Research Methods Series: Powerpoint Presentations. Retrieved from http://www.nidcr.nih.gov/research/DER/BSSRB/PowerPointPresentations/DevelopingTestingSurveyQuestions.htm on September 29, 2016.

[6]Parnaby, Patrick. Evaluation through Surveys. Idea.org. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/ on September 28, 2016.

[7]Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record.

[8]School-Based Bullying Prevention: Conduct a Needs Assessment. Model Programs iGuides. Office of Juvenile Justice and Delinquency Prevention. Retrieved from http://www.ojjdp.gov/mpg-iguides/topics/bullying/needs-assessment.html on September 29, 2016.

[9]Ibid.

[10]FY 2016 Drug-Free Communities (DFC) Support Program Frequently Asked Questions. Substance Abuse and Mental Health Services Administration. Retrieved from http://www.samhsa.gov/sites/default/files/grants/pdf/faq/sp-15-001-faq_0.pdf on September 30, 2016.