In November of 2021, the London City School District asked district stakeholders to complete a feedback survey linked to the district’s strategic plan. The link for the online survey was included in the November 2021 edition of the district’s newsletter, The Raiderscope, which goes out to all mailboxes in the district, posted to the district social media accounts, pushed out through the district App, emailed to all staff members, and posted to the district’s website. Sixty-five individuals responded to the survey. Of the respondents over half were staff members, 30% were parents and 15% were community members. You can view a copy of the survey here.
The top response of those completing the survey was perhaps one in which the district should value most. Over 87% of all respondents indicated that they strongly agreed or agreed that they are proud of our schools. In addition, of those completing the survey, over 83% of respondents indicated they strongly agreed or agreed with the statement, “I know whom to ask about the subject matter students are currently learning.” About 75% of respondents also agreed or strongly agreed that “The district uses academic performance data to improve academic programs,” as well as, “I believe, given the education our students are currently receiving, they will be successful in college or in a career after high school.” Finally, while a quarter of respondents weren’t sure, almost all of the remaining respondents indicated that “Students in grades 7-12 have a wide variety of options on when and how they learn (i.e. in-person, hybrid, online).”
The district received mixed results when inquiring about barriers to learning. Many of the survey respondents indicated that attendance and behavior remain significant barriers to academic performance. Likewise, survey results were mixed to the prompt, “Fair but firm discipline is maintained in our schools.”
In April of 2021, the London City School District asked students in grades 3-5 and 6-12 to complete two surveys in order to identify social-emotional and wellbeing competencies as well as how students view the support and environment present in our schools. Both surveys directly relate to district goals that every student will be prepared for individual success, and that every stakeholder will have a positive “user experience” with our schools. 355 elementary school students, and 548 students in middle school and the high school responded to the survey.
Overwhelmingly, students responded indicating that “supportive relationships” existed in all of our schools. Over 84% of middle school and high school students and 89% of elementary students felt positive about their relationships with friends, family, and adults at school. Specifically, over ¾ of elementary students felt they had a great relationship with their teachers. The survey also showed some specific needs that should be addressed in the future. Namely, while elementary students felt favorable about their relationships with teachers, this dropped over 20% when older students were surveyed. In addition, student results indicate LES students need assistance in emotional regulation. Perhaps the most telling part of the survey was responses to what level older students felt they were attentive and invested in their learning. Only a quarter of those surveyed indicated this as a strength.
London uses a strategic planning process, based on data-based decision making, in order to improve. Survey results provide one piece of information that helps shape and prioritize district improvement. You can read more about the district’s improvement process by visiting www.london.k12.oh.us and choosing “District Strategic Plan” from the main menu.