LIBRO XIV [DE LAS EMPRESAS ASOCIATIVAS DE TRABAJO]

If you have any questions, please email me. Sincerely,

Anji Buckner

Subject line: Important study on school climate assessment – interview request

Dear Superintendent _____________,

My name is Anji Buckner and I am a graduate student in Educational Leadership at San Jose State University. This year I began my doctoral research on the implementation of Priority 6 (School Climate) in California’s Local Control Funding Formula. In the first phase of my research I solicited survey responses from superintendents across the state. In my second phase, I am reaching out to a small representative sample for follow up interviews.

As the superintendent of a ___(large, medium, small)___Urban, Rural, Suburban __ district in the ___(region)__ your perspectives are important. I would like to invite you to participate in a 30-45 minute interview. The purpose of the interview is to explore some of the findings from the survey and to allow participants to further expand on experiences and beliefs about school climate assessment.

To schedule an interview, please respond to this email and indicate days or times that fit your schedule. If you have any questions about this study, please email

[email protected]. Anji Buckner

Doctoral Candidate, San Jose State University One Washington Square

San Jose, CA 95192

Follow up Voice Message

My name is Anji Buckner and I am a graduate student in Educational Leadership at San Jose State University. I am reaching out today to invite you to participate in a follow up interview to the survey about school climate assessment from earlier this year.

As the superintendent of a large district in an urban region in California your perspectives are important. I would like to invite you to participate in a 30-45 minute interview. I know you are incredibly busy, but I would be grateful for any time that you might be able to offer. I will follow up with an email with the hope that you could let me know if you are interested and available.

Appendix F: Wright Maps

Appendix F: Regression Analysis Questions

Beliefs of Importance of school climate assessment data for continuous improvement Personal characteristics

1. What is the relationship (if any) between superintendents’ strength of belief in the importance of school climate assessment data for continuous improvement and gender? 2. What is the relationship (if any) between superintendents’ strength of belief in the

importance of school climate assessment data for continuous improvement and age? 3. What is the relationship (if any) between superintendents’ strength of belief in the

importance of school climate assessment data for continuous improvement and education?

4. What is the relationship (if any) between superintendents’ strength of belief in the importance of school climate assessment data for continuous improvement and experience?

School Contexts

1. What is the relationship (if any) between “urbanicity” and superintendents’ beliefs in the importance of school climate assessment data for continuous improvement?

2. What is the relationship (if any) between poverty (estimated using eligibility for free and reduced priced meals as a proxy) and superintendents’ beliefs in the importance of school climate assessment data for continuous improvement?

3. What is the relationship (if any) between the percentage of English learner students enrolled and superintendents’ beliefs in the importance of school climate assessment data for continuous improvement?

4. What is the relationship (if any) between the percentage of Special Education students and superintendents’ beliefs in the importance of school climate assessment data for continuous improvement?

Beliefs towards capacity to use school climate assessment data for continuous improvement Personal Characteristics

1. What is the relationship (if any) between superintendents’ strength of belief in their capacity to use - or lead others in using - school climate assessment data for continuous improvement and gender?

2. What is the relationship (if any) between superintendents’ strength of belief in their capacity to use - or lead others in using - school climate assessment data for continuous improvement and age?

3. What is the relationship (if any) between superintendents’ strength of belief in their capacity to use - or lead others in using - school climate assessment data for continuous improvement and education?

4. What is the relationship (if any) between superintendents’ strength of belief in their capacity to use - or lead others in using - school climate assessment data for continuous improvement and experience?

School Contexts

1. What is the relationship (if any) between “urbanicity” and superintendents’ beliefs in their capacity to use school climate assessment data for continuous improvement?

2. What is the relationship (if any) between poverty and superintendents’ beliefs in their capacity to use school climate assessment data for continuous improvement?

3. What is the relationship (if any) between the percentage of English Learner students and superintendents’ beliefs in their capacity to use school climate assessment data for continuous improvement?

4. What is the relationship (if any) between the percentage of Special Education students and superintendents’ beliefs in their capacity to use school climate assessment data for continuous improvement?

Beliefs towards trust in the data that are obtained Personal Characteristics

1. What is the relationship (if any) between superintendents’ strength of belief in the trustworthiness of school climate assessment data and gender?

2. What is the relationship (if any) between superintendents’ strength of belief in the trustworthiness of school climate assessment data and age?

3. What is the relationship (if any) between superintendents’ strength of belief in the trustworthiness of school climate assessment data and education?

4. What is the relationship (if any) between superintendents’ strength of belief in the trustworthiness of school climate assessment data and experience?

School Contexts

1. What is the relationship (if any) between “urbanicity” and superintendents’ beliefs in the trustworthiness of school climate assessment data?

2. What is the relationship (if any) between poverty and superintendents’ beliefs in the trustworthiness of school climate assessment data?

3. What is the relationship (if any) between the percentage of English Learner students and superintendents’ beliefs in the trustworthiness of school climate assessment data? 4. What is the relationship (if any) between the percentage of Special Education students