- Fast Track Overview
- Contact Us
The School Adjustment - Child (Revised) questionnaire was created for the Fast Track project and contains two sets of items: A 20-item scored scale that evaluates children's perceptions of their current adjustment to school, and a set of 13 questions that elicit detailed information from respondents who dropped out of school and respondents who did not drop out.
Each item on the 20-item scale is a statement about a school experience. The child selects the response that estimates how true each statement is for the past school year. Questionnaire items include statements about academic performance, discipline problems, and interactions with other students and staff. Response choices include: "Never True" (1), "Seldom True" (2), "Sometimes True" (3), "Usually True" (4), and "Always True" (5).
Detailed-information items ask if the respondent attended school for at least part of the year, whether the school was a new school (i.e., a change of schools), the name of the school, and the type of school: Private, Public, Religious, Technical/Vocational, Alternative, or Other (with a fill-in answer for Other). Items also ask for the respondent's grade level for the coming school year, and overall grades in the previous year. For respondents who are not in school, items ask when the respondents were last enrolled, their reasons for leaving school, if they plan to go back, and if they are in a program that leads to a GED. Several questions also inquire if respondents have ever participated in a special program such as Mentoring, Job Shadowing, Apprenticeships, and others; which program the student participated in most recently, and how long (number of days) the student was a participant.
A parent version of this measure was also administered to parents of children involved in the Fast Track Project. (See the separate technical report for School Adjustment - Parent (Revised).) The parent version and the child version have 12 of the scored items in common.
A previous study of this meaure (Maumary-Gremaud, 2000) identified three subscales: Relationships with Other Students, Academic and Disciplinary Difficulties, and General Aspects about the School and Teachers. The ordering of responses in some items was reversed before scoring to provide consistency among all the item responses. Higher scores indicate better school adjustment; lower scores indicate poorer adjustment.
All three scored subscales have moderate internal consistency and are correlated with each other, although the correlations are modest. T-tests of means for the Academic / Disciplinary Difficulties subscales shows significant differences between the normative and control groups. The distribution of the Relationships with Other Students subscale shows a ceiling effect in the normative group.
Among the detailed-information items, chi-square tests for Items 5, 27, 28, 32, 33, and 40 through 46 do not allow rejection of the null hypothesis of independence between the type of response and the risk category of the respondent (normative or control.) However, frequency counts of responses to Item 35 ("What kind of school was it?") for Year 11 indicates a larger percentage of normative than control respondents attending all types of schools, except for "Alternative" schools, with significant chi-square results (c2 = 4.61, p = .03). For Item 38 ("What grades did you receive?"), a t-test of mean grades (on a 8-point scale) for Year 11 students indicates no significant difference between normative and control students. Among the detailed-information items, Item 35 (type of school) may provide a useful point of comparison for groups sampled, depending on the construct of interest.
Raw Dataset Name: CyAY
Scored Dataset Name: SARySCc
School Transition, Academic Performance, Peer Relationships, School Satisfaction, School Discipline