Description

The Academic Engagement Scale of the Consortium on Chicago School Research Biennial Survey (AECCSRBS-6) is a tool used to measure students’ academic engagement in schools. Developed by the Consortium on Chicago School Research, this scale aims to evaluate the extent to which students are committed to their academic activities, the quality of their interactions with teachers, and their involvement in the school community.

Data Analysis and Usage

The AECCSRBS-6 includes questions that assess various dimensions of academic engagement, such as classroom participation, interest in learning, and interaction with peers and teachers. Data collected from this scale can be used to identify areas where students may need additional support or intervention. Furthermore, the information can help improve educational practices and school policies.

Objective

The main objective of the AECCSRBS-6 is to provide a reliable means of assessing student academic engagement, helping educators and administrators better understand students’ needs and motivations. The scale aims to enhance students’ educational experiences by promoting academic success and overall well-being in the school environment.

Calibration

The calibration of the AECCSRBS-6 is done through a Likert scale, where students rate statements regarding their academic engagement from “never” to “always.” These responses provide quantitative data that can be analyzed to understand engagement across different school settings and populations.

Bibliography

Sebring, P. B., & Bryk, A. S. (2000). School leadership and the bottom line in Chicago. Phi Delta Kappan, 81(6), 440-443.

Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago public high schools. Consortium on Chicago School Research.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234.

Roderick, M., & Engel, M. (2001). The grasshopper and the ant: Motivational responses of low-achieving students to high-stakes testing. Educational Evaluation and Policy Analysis, 23(3), 197-227.

Lee, V. E., & Smith, J. B. (1995). Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education, 68(4), 241-270.