Outcomes: Lagging Indicators
Lagging indicators are outcomes connected to major goals and desired results - like graduation rates. They tell us the story of what has happened in the past. They are useful for understanding how the system performs. By evaluating historical data, schools and districts can determine the effectiveness of past strategies, measure the impact of actions or interventions, and communicate transparently with stakeholders about their performance.
The following lagging indicators are signals of student behavior and classroom engagement:
- Number of Behavioral Events
- Detention/Suspension/Expulsion Rates
- School Climate and Safety
- Academic Achievement (GPA/Test Scores)
- Graduation and Dropout Rates
- Self-reported engagement survey
Number of Behavioral Events and Detentions/Suspensions/Expulsions: What is it and why does it matter?
"Behavior events" refer to specific incidents or occurrences involving student behavior recorded and tracked by the school. These events can encompass a wide range of behaviors and infractions. Schools often document behavior events as part of their efforts to monitor and manage student conduct, ensure a safe and supportive learning environment, and address any behavioral concerns or patterns that may arise. Behavioral events are disaggregated by grade, event type (assault, harassment, illicit substances, etc.), location, context (during school hours, at a sporting event, etc.), and whether there were any legal sanctions such as an arrest. Analyzing behavior event data can help schools identify trends, implement targeted interventions, and support students' social-emotional development and overall well-being.
While detentions are not reported to the Kentucky Department of Education, in-school and out-of-school suspensions, along with expulsions, are available on the School Report Card. Most reported behavioral events in KY resulted in an in-school or out-of-school suspension. Although the number of out-of-school suspensions has largely stayed consistent, the number of in-school suspensions has dropped significantly.
Figure 1
KY Behavior Events
* If the outlier school year of 2020-21 is removed, it is difficult to ascertain a meaningful trend in the number of behavioral events that were reported by Kentucky schools.
Where to Find the Data
The Kentucky Department of Education (KDE) publishes behavior events on the School Report Card.
School Climate and Safety: What is it and why does it matter?
School Climate and Safety surveys gather feedback from students, teachers, and sometimes parents on various aspects of the school environment, including safety, relationships, and overall satisfaction. By soliciting opinions on past experiences, such as instances of bullying, teacher-student interactions, or feelings of inclusion, school climate surveys provide valuable insights into the prevailing atmosphere within schools. While they do not directly predict future behavior or engagement, they inform educators and administrators about areas of concern, allowing for targeted interventions and improvements to promote a positive and supportive learning environment.
The school climate and safety survey, a relatively new addition to the School Report Card data resources, serves as a vital tool in understanding perceptions of fairness and safety within educational contexts. Examining the survey responses enables educators and policymakers to create nurturing learning environments that prioritize student well-being and foster holistic development.
Table 1
KY School Climate and Safety Survey: Select Responses
There is not a significant change in the school climate numbers, except a slight increase in the percentage of students who do not feel safe at their school. Furthermore, almost half of Kentucky students disagree that school rules are fair, that the consequences for breaking school rules are not consistent between students, and that bullying is not an issue at their school. And one-in-three students assert that adults at their school do not remain calm when dealing with bad behavior.
Where to find the Data
The school climate survey can be found on the Kentucky School Report Card.
Academic Achievement (GPA): What is it and why does it matter?
Grades reflect the culmination of academic performance over a specific period, influenced by factors such as participation, attentiveness, and completion of assignments—elements closely linked to classroom engagement. Similarly, GPA provides a broader view of a student's academic performance across multiple subjects and semesters, which may reveal patterns of behavior and engagement.
Figure 2
KY State GPA Average
*The state average GPA has slightly grown but has largely remained stagnant over the past decade.
Where to Find the Data
Grades and GPA are collected by individual schools and districts and can be viewed by school officials and parents and guardians on the Kentucky Student Information System (KSIS). While specific leading indicators for engagement, such as number of assignments completed and grades, are unavailable to the public, the average GPA for individual counties and the state can be found on the Kentucky Center for Statistics on its High School Feedback Report.
Graduation and Dropout Rates: What is it and why does it matter?
While high graduation rates reflect successful completion of academic requirements and overall engagement with the curriculum, dropout rates signify a severe form of disengagement. Students who drop out often face various challenges, including academic struggles, lack of support, or disconnection from the school community. These indicators may not provide real-time insights into classroom engagement, but they do indicate how the school system is facilitating engagement.
Table 2
KY Graduation and Dropout Rates
Where to Find the Data
You can find data on graduation rates and dropout rates on the Kentucky Center for Statistics website and the Kentucky School Report Card.
Self-reported engagement: What is it and why does it matter?
Self-reported engagement surveys capture students' perceptions of their own engagement and participation in the classroom. These surveys typically ask students to reflect on their experiences in the classroom over a specific period and provide feedback on aspects such as their interest level, participation, and sense of connection with the material and their peers. Questions for such a survey could include inquiries about the frequency of active participation, the level of interest in class topics, perceived opportunities for collaboration, and feelings of support from the teacher. Analyzing responses to these questions could shed light on overall classroom engagement levels and identify areas for improvement in instructional strategies or classroom environment.
Where to Find the Data
Currently, there is no statewide qualitative survey on classroom engagement due to the considerable resources and time needed for data collection and analysis. Individual schools or districts may conduct engagement surveys, and these surveys may vary in scope or questions.
