Rasch Analysis of Catholic School Survey Data
Stephen M Ponisciak1, Monica J Kowalski
1Stephen M. Ponisciak, Institute for Educational Initiatives, University of Notre Dame, 107 Carole Sandner Hall, Notre Dame, IN 46556, USA, sponisc1@nd.edu.
Journal of Applied Measurement
|August 8, 2019
Summary
This study used Rasch analysis to measure school climate changes over time. While reliable for individual schools, the method couldn't differentiate between similar schools due to homogeneity.
Area of Science:
- Educational Measurement
- Psychometrics
- School Climate Research
Background:
- Tracking changes in school operating models is crucial for understanding student experiences.
- Stable measures of item difficulty, provided by the Rasch model, are essential for accurate longitudinal analysis.
- Rasch analysis has been applied to surveys in Chicago Public Schools since 1991 and is now used in non-public schools.
Purpose of the Study:
- To examine Rasch measures of school climate in Catholic schools.
- To compare these measures to previous findings from public schools.
- To study changes in Rasch measures over time and their relationship to student academic outcomes.
Main Methods:
- Application of Rasch analysis to survey data from 15 Catholic schools across five U.S. communities.
- Comparison of Rasch measures between Catholic and public schools.
- Analysis of temporal trends in Rasch measures and correlation with academic outcomes.
Main Results:
- Student and teacher surveys yielded reliable individual school climate measures.
- Rasch measures were unable to differentiate between the sampled Catholic schools.
- Homogeneity among the schools likely contributed to the inability to differentiate.
Conclusions:
- Rasch analysis provides reliable school climate measures at the individual school level.
- The homogeneity of schools in the sample limited the ability to distinguish between them using this method.
- Further research may be needed to refine methods for differentiating between similar school environments.
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