Table 2.
Descriptive Statistics for Classroom and School Variables
| Classroom Characteristics (N = 334) | M | SD |
|---|---|---|
|
| ||
| Teacher affiliation with other teachers | 3.8 | 0.7 |
| Teacher behavior management self-efficacy | 3.5 | 0.8 |
| Student-to-teacher ratio | 19.9 | 5.8 |
| ASSIST global scales | ||
| Student cooperation | 2.7 | 0.7 |
| Student socially disruptive behaviors | 0.5 | 0.4 |
| CLASS-S | ||
| Emotional support | 13.2 | 2.3 |
| Positive climate | 4.8 | 0.9 |
| Teacher Sensitivity | 4.8 | 0.9 |
| Regard for adolescent perspectives | 3.6 | 1.0 |
| Classroom organization | 16.8 | 2.3 |
| Negative climate (R) | 6.5 | 0.6 |
| Behavior management | 5.2 | 1.0 |
| Productivity | 5.1 | 1.0 |
| Instructional support | 18.3 | 4.4 |
| Instructional learning formats | 4.3 | 0.9 |
| Content understanding | 4.0 | 1.0 |
| Analysis and problem solving | 2.9 | 1.1 |
| Quality of feedback | 3.7 | 1.1 |
| Instructional dialogue | 3.4 | 1.1 |
| Student engagement | 4.9 | 1.0 |
|
| ||
| School Characteristics (N = 41) | M | SD |
|
| ||
| Total enrollment | 691.7 | 323.3 |
| % Black and Latinx students | 73.5 | 27.0 |
| % Students receiving FARMS | 54.5 | 18.3 |
| % Students meeting grade level reading expectations | 26.7 | 13.2 |
| % Suspension† | 13.7 | 11.7 |
| N | % | |
| Urban designation | 26 | 63.4 |
| Suburban designation | 13 | 31.7 |
| Rural-fringe designation | 2 | 4.8 |
Note. ASSIST = Assessing School Settings: Interactions of Students and Teachers. CLASS-S = Classroom Assessment Scoring System - Secondary. FARMS = Free and reduced-priced meals. The means for ASSIST global scales were on a scale of 0–4. The response range for CLASS-S was 1–7.
†
The suspension variable is calculated by dividing the total number of suspension events by total student enrollment.