The Student Engagement indicator under North Dakota’s school performance measures is based upon student surveys completed by schools in December of 2017. The components of the visualizations included within this page highlight the percentage of students who participated in completing the surveys. Additionally, the “Overview” section shows the percentage of students who are engaged in their learning curriculum. Furthermore, the “By Level” graphs show the different levels of engagement recorded in the responses by the survey takers.
Research has shown when students are engaged in their learning they succeed at school. Students have been documented to engage in their learning in three specific and unique domains: Behavioral, Cognitive and Emotional engagement. Below you will find specific details on how students in this school or district feel they are engaged in the three mentioned domains. Engagement is measured in committed, compliant, and disengaged.
– A student’s perceptions and beliefs associated with school and learning. It refers to the cognitive processing a student brings to academic tasks as well as the amount and type of strategies a student utilizes (Walker, Greene, & Mancell, 2006. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement.)
– A student’s observable actions or participation while at school that is investigated through a student’s positive conduct, effort and participation (e.g., participation in extracurricular activities, attendance and work habits.) (Fredricks, Blumenfeld, & Paris, 2004. School engagement: Potential of the concept, state of the evidence.)
(Affective) Engagement – A student’s feelings toward his school, learning, teachers and peers (Jimerson, Campos & Grief, 2003. Toward an understanding of definitions and measures of school engagement and related terms.)
(Authentic Engagement) – The student volunteers resources under his/her control (time, effort and attention.) The student is attentive to the task because he/she finds personal meaning and value in the task. The student persists with the task even when he/she experiences difficulty and does not compromise personal standards for the completion of the task. (Schlechty Center for Leadership in School Reform)
– The student spends only as much time, energy and resources as are required to get the reward offered or designed. The student is attentive to the task because he/she perceives the receipt of some desired extrinsic reward which is conditionally available to those who pay attention to the task and do what is required of them. OR… the student does only those things that must be done and does little or nothing outside the context of direct supervision by the teacher. (Schlechty Center for Leadership in School Reform)
– The student does nothing and when forced through direct supervision to do the task, either engages in compliance or rebellion. The student employs strategies to conceal his/her lack of involvement. Or…the student overtly refuses to comply with the requirement of the task (e.g., cheating, refusing to do the work or even doing other work in place of what is expected.) (Schlechty Center for Leadership in School Reform.)
Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: firstname.lastname@example.org