In late 2017, the District did a survey on our climate and culture. The purpose of this survey was to support our strategic priorities and assist us in moving forward. The methodology used was to administer the survey to BPS students, parents and staff. In total, 3,944 people completed the survey.

Listed below are the response percentages and answers to the survey.

School Environment

Most respondents indicate a sense of community within BPS.

     Most staff (97%), parents (95%), and students (90%) agree or are neutral that their school is a welcoming place for students. The results are supported by another question where most staff (93%) and students (89%) report a sense of belonging at the school.

Although bullying is uncommon, black or African American students are more likely to be bullied than white students.

     A majority of students and parents report that they/their children have not been bullied in the past 12 months on the basis of skin color, gender, religion, physical or mental disability, gender identity, sexual orientation, height/weight, socioeconomic status or political views. However, black or African American students are more likely to report they have been bullied at least once based on skin color (40%).

Teaching and Learning

Most parents and students feel BPS teachers encourage students and provide instruction that is interesting.

     Most students either agree or are neutral that what they learn in school is interesting (81%). Ninety-five percent of parents think that their child’s teachers have high expectations for him/her.

Respondents report that BPS sufficiently supports students’ learning.

     Most respondents agree or are neutral that BPS provides a school environment that helps children learn (95%) and that BPS provides sufficient technology (95%) and material resources (95%). Fewer respondents, however, agree or are neutral that BPS effectively supports Gifted and Talented students (88%)

Preschools excel at social-emotional support.

     Preschool staff and parents are more likely to agree or report being neutral that BPS cares about student’s social-emotional well-being (97%) compared to elementary (95%), middle (91%) and high school (88%).

Teachers have sufficient resources but could benefit from more planning time.

     A small number (12%) reported not having the resources needed to work effectively with students. Eighty-eight percent report that teachers do have the resources necessary to work with students effectively. However, many teachers feel they do not have sufficient time to plan for their classes (46%).

Students generally have positive relationships with adults at school.

     Students report that adults at school care about them (90%) and the majority feel that adults listen to their suggestions or recommendations (74%).

Students report engaging in empathetic behaviors frequently.

     High school students report that they often or always try to understand how other people feel and think so that they can disagree with others without starting a fight or argument.

Equity

Generally, respondents report BPS performs better in equity efforts than black or African American or mixed-race respondents.

     Compared with white respondents, black or African American respondents are more likely to report BPS performs poorly at introducing materials that reflect differences between cultures, teaching children about different cultural experiences and values, or teaching children to find common ground with different cultures.

Most respondents think it is important for BPS to teach children about inclusivity and diversity.

     Respondents indicate it moderately, very or extremely important to teach children about differences between cultures (91%) and about common ground between cultures (92%). Additionally, most report it is equally important to teach children about gender equality (87%) as well as acceptance of religious differences (89%), and to discuss race-related issues in the classroom (86%).

Satisfaction

Overall, respondents feel that district-level administrators communicate a strong vision and that they responsibly manage budgets.

     Regarding a strong vision, 88% of the respondents see district-level administrators communicate a strong vision while 85% see responsibly managed budgets and expenditures.

The most frequently selected urgent need is support for students’ social-emotional development.

     The next most frequently selected areas of improvement are support for student learning, inclusion and cultural competency, and anti-bullying efforts. Areas for improvement include support for student mental health (13%), support for student learning (10%), inclusion and cultural competency (10%) and anti-bullying efforts (10%). As a percentage, three times as many black or African American respondents (25%) report that inclusion and cultural competency is in urgent need of improvement compared to white respondents (8%).

Generally, respondents are satisfied with the quality of education at BPS and with the district’s high expectations.

     Only a minority of respondents are dissatisfied with the district’s efforts in providing students a high-quality education (8%). Additionally, most respondents are satisfied with or indicate they are neutral about the district’s effort in preparing students for success in college (92%) and providing equitable access to a rigorous curriculum (89%).

Parents report feeling welcome and involved in their child’s school.

     Ninety-five percent feel welcome at their child’s school and 88% feel involved at their child’s school. Furthermore, parents agree or are neutral that the front office staff helps them (95%) and that administrators at their school are accessible (94%).

The survey provides baseline data about the climate and culture within our district. This data also serves as a good reference point for developing strategies to focus on the overall improvement of the district.