John H. Schweitzer

Elementary School Social Climate and School Achievement

The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools. School-level SES, racial composition and climate were each highly related to mean school achievement; only a small proportion of the between-school variance in achievement is explained by SES and racial composition after the effect of school climate is removed. The climate variable we have called Student Sense of Academic Futility had the largest correlation with achievement. An observational study of four schools with similar SES and racial composition but different achievement tended to support the more analytical findings and suggest the processes by which climate affects achievement.

Measuring community social organization: Sense of community as a mediator in social disorganization theory

Abstract The current study utilized an updated systemic model of social disorganization to investigate neighborhood effects on both positive and negative youth outcomes. Although empirical support for updated social disorganization models has increased in recent years, the field continues to rely too heavily on behavioral indicators of community social organization. Unfortunately, these measures do not assess the truly important social processes and dynamics that result in cohesive and supportive neighborhoods. It was proposed that sense of community (SOC) was a more valid, comprehensive, and applicable measure for the mediating variables in social disorganization theory. Results supported the hypothesis that SOC mediates the effect of neighborhood disadvantage on youth outcomes and implications for the field are discussed.

A Comparison of Factor Structures of the WISC and WISC-R.

The present study compared two- and three-factor solutions for the 12 subtests of both the WISC and WISC-R for a sample of 164 black, white, and Latino children aged 7 to 15 referred to school psychologists because of concerns about their intellectual ability. The results indicated that the factor structures of the WISC and WISC-R for the same group of subjects are quite similar. They are almost identical in the factors of verbal comprehension and perceptual organization. However, a difference was noted in the third factor of freedom from distractibility.

Arts and Crafts Critical to Economic Innovation

Governments, schools, and other nonprofit organizations are engaged in critical budget decisions that may affect our economic development success. The assumption is that arts and crafts are dispensable extras. Research suggests, however, that disposing of arts and crafts may have negative consequences for the country’s ability to produce innovative scientists and engineers who invent patentable products and found new companies. A study of Michigan State University Honors College science and technology graduates (1990-1995) yielded four striking results: (a) graduates majoring in science, technology, engineering, and mathematics (STEM) subjects are far more likely to have extensive arts and crafts skills than the average American; (b) arts and crafts experiences are significantly correlated with producing patentable inventions and founding new companies; (c) the majority believe that their innovative ability is stimulated by their arts and crafts knowledge; and (d) lifelong participation and exposure in the arts and crafts yields the most significant impacts for innovators and entrepreneurs.

Caring for Our Neighborhoods: Exploring Leadership and Participation Potential in Urban Communities in Lansing, Michigan

Three major findings emerged from a survey of 550 residents living on 46 residential blocks in Lansing, Michigan. First, about 33 percent ofthe residents were willing to assume a leadership role on their block, and over 80 percent were willing to participate with their neighbors in improving block conditions. Virtually everyone who expressed interest in taking a leadership role also was willing to participate. The second finding was that demographic characteristics such as gender, race, and homeownership were not related to willingness to lead and participate, but younger, better educated newcomers to the block were more likely to get involved. The third finding is that individual perceptions of the community are more important than demographic characteristics in predicting leadership and participation. Community perceptions related to involvement include socializing, sense of community, and awareness of problems. This research sends a positive message to practitioners working to develop and strengthen co...

A longitudinal study of attitudes of students and parents coincident with court-ordered school desegregation

Attitudinal data were collected for a sample of 492 parents and public school children before implementation of a metropolitan desegregation plan and for 2 years after implementation. The variables measured included racial attitudes, feelings out desegregation, and school-related attitudes. There were small but significant changes on 7 of the 11 measures, with most of the changes occurring during the first year. There were race and grade-level differences on some of the variables before desegregation, but race and grade level were generally not related to changes over time.

Resilient Community and Economic Development Through Collaborative Innovation Networks

A single organization or individual is almost always unable to provide completely satisfactory solutions to a community problem. Collaborative Innovation Networks (COINs) provide a method in which entities capitalize on existing human capital to spur cooperative innovation in community and economic development. This report details the successful experience of the U.S. EDA University Center for Regional Economic Innovation (REI) at Michigan State University in utilizing a COIN as a resilient economic and community development strategy. This method is successful as it allows for the resilience and adaptability of decentralized networks while retaining access to a large resource base.

School and Individual Achievement Following Desegregation in New Castle County, Delaware

This study describes the academic achievement of the pupils of New Castle County, Delaware, during the first 3 years of school desegregation. Every school desegregation case has its own specific characteristics that limit the generalizability of the findings to other desegregation settings. In New Castle County there were many unique factors which, taken together, make this desegregation case different from all others. In that sense, this report represents a case study of a unique situation. It is felt, however, that this in-depth examination of academic achievement coincident with desegregation has generated findings that contribute to our understanding of educational outcomes associated with the desegregation process.