BY ED BOYATT

TUDENTS ARE CONTINUALLY ASSESSED by their teachers and standardized tests. Now it's the students' turn to grade their schools as to what they like and what they wish would change in Adventist schools in North America.

Students were recently given that opportunity with a second Valuegenesis survey when more than 16,000 Adventist students in grades 6 through 12 completed this questionnaire during the 2001 school year. Sponsored by the North American Division Office of Education in collaboration with the John Hancock Center for Youth and Family Ministry at La Sierra University, this was the second such survey since Valuegenesis was first administered in 1990. Its main purpose was to assess the faith and values of Adventist students in Adventist schools in the context of their most influential institutions: family, church, and school.

Questions to Be Answered
Are Adventist schools fulfilling their mission for academic achievement, spiritual commitment, social development, emotional and physical wellness? Standardized achievement tests annually testify that our students' scores rank above public school national averages. These achievement scores tell us that our students are academically challenged and successful. How do we assess our additional goals? And how do students assess their spiritual, social, and academic experience in Adventist schools? Do our students believe that Adventist education is on the right track?

These questions lie at the heart of the Valuegenesis survey.

What Factors Made the Grade
When asked whether they agree or disagree with the statement "I like my school," 73 percent of students responded with an "agree" or "strongly agree." Seventy-seven percent of the students in grades 11-12 responded in a positive manner. It is significant that three out of four students feel good about their school. What is the basis from which they make such a judgment? Since feelings usually follow thinking and behavior, on what evidence do the students base these positive feelings about their school?

Competent Teachers: First, students in the Valuegensis2 survey believe that their teachers are competent. When we asked students to agree or disagree with the sentence "The teaching is good," 81 percent of respondents agreed or strongly agreed with the assertion. As a longtime observer of Adventist education, I agree with these students. High student achievement scores on standardized assessments is one indicator of teacher quality: students are learning. Professional teaching credentials and advanced degrees also point toward excellence in the Adventist teaching profession. Most Adventist teachers also share a common calling to a teaching ministry that indicates their belief that both God and their school board want them to lead children academically and spiritually.

Caring and Listening Teachers: Second, students perceive their teachers to be caring. Eighty percent of the sixth through twelfth graders agree with the statement that their "teachers are interested in students." In addition, 75 percent of the students say that their "teachers listen to what students say." These two positive responses indicate that Adventist educators seek to connect in a personal manner with their students.

In the past, much of the teacher effectiveness research focused on various teaching methods. More research is now focusing on the social and emotional behaviors of teachers that demonstrate the importance of the relationships between them and students. One current researcher states it this way: "Effective teachers care for the student first as a person, and second as a student."¹

Today's research confirms what Ellen White stated a century ago: "The true teacher can impart to his pupils few gifts so valuable as the gift of his own companionship."² She states again that teachers should "come sufficiently into social relation" with their students.³ She also believed that teachers should "manifest an interest in all their [students'] efforts and, even in their sports" and "gain their love and win their confidence."⁴ Ellen White believed that this personal relationship is especially important when spiritual truths are at stake, for she counsels teachers to "win their affection, if you would impress religious truth upon their heart."⁵

Relationships, friendships, companionship, and connections--all those words imply that master teachers care deeply about their students as people. Teachers listen, play, and share their passions with students because they first love people and know that the pathway to their minds and hearts is through a trusting, personal relationship.⁶

My experience tells me that I learn more from a teacher I like. To this day, I remember more how I felt toward my teachers than the content they taught. I remember studying harder for teachers that showed a personal interest in me. Now as a teacher, principal, and superintendent, I observe it again and again. Students who are socially awkward or shy, academically slow, or physically challenged are "won" by caring teachers who motivated them to learn and grow.

Affirmed Students: Seventy-one percent of students "agree" or "agree strongly" with the statement "When students work hard, teachers praise their efforts." Coupled with this feeling of affirmation is another finding: 39 percent perceive that "students often feel put down by teachers." Although 39 percent see put-downs by teachers, 61 percent disagree with the put-down characterization. Hence, a large percentage believes that teachers do not use put-downs. Findings from both these questions confirm that teachers tend to make students feel affirmed as persons and praised for their efforts.

Current educational research affirms that appropriate praise helps teach students one of the most valuable lessons that they can learn--"the harder you try, the more successful you are."⁷ Our survey results testify that Adventist educators are perceived as caring, affirming teachers.

Religious Faith Facilitated: When asked "How much has each of the following helped you develop your religious faith?" 74 percent of students responded that attending an Adventist school "somewhat" or "very much" helped them. Other statements of note that positively helped them develop their faith were:

Personal devotions: 70 percent (29 percent very much, 41 percent somewhat)
Week of Prayer at school: 70 percent (29 percent very much, 41 percent somewhat)
Student Week of Prayer: 65 percent (27 percent very much, 38 percent somewhat)
Bible classes at school: 63 percent (22 percent very much, 41 percent somewhat)
Bible/Leadership camps: 59 percent (25 percent very much, 34 percent somewhat)
My friend's faith: 57 percent (21 percent very much, 36 percent somewhat)
My teacher's faith: 53 percent (19 percent very much, 34 percent somewhat)

Even though we would like to see higher marks in the "very much" column, the majority of students still perceive that their teachers, friends, Bible classes, and weeks of prayer facilitate their growth in religious faith. And that is good news for Adventist education!

Educational Aspirations: Adventist students are excited about their school because their desire to learn is nurtured by their school experience. In response to the question "How far will you go in school?" 92 percent of students said they intend to graduate from a four-year college or higher before they finish their formal education. Sixty-one percent of the eleventh and twelfth graders want to receive a master's, doctorate, or postgraduate degree. It is evident that both the home and school cultures have nurtured an expectation that college is essential to success. With this high expectation comes the challenge to parents and school leaders to provide options in professional programs outside the traditional four-year college where many may find success and employable skills. Yes, we can be proud of the 92 percent of our students who intend to graduate from a college or university, but only 34 percent will receive a four-year diploma. (The 2000 United States Census shows that 26 percent of the adult population has a four-year degree.) Our challenge is to address the 58 percent who desire a college degree but do not graduate from college.

At-Risk Behaviors: Another reason that students give for why they appreciate their school is that there is less peer pressure to participate in at-risk behaviors. Behaviors such as alcohol use, marijuana, cocaine, fighting, shoplifting, tobacco, and eating disorders are not what the majority of our young people participate in. Our research findings are much lower in these areas than any public school statistics supported by national research. Though not perfect, Adventist schools provide a climate that is more protective than what public schools provide when it comes to participating in at-risk behaviors. "Just one more very clear reason to support and promote Adventist Christian education," says Bailey Gillespie of the John Hancock Center at La Sierra University.

Summary of the High Marks
We should celebrate the positive perceptions as seen through the eyes of our students. They like their school. They believe their teachers are competent and caring. Students feel affirmed by their teachers. They believe that their peers and teachers are helping them develop their faith in God. Ninety-two percent of them intend to graduate from a four-year college. They see their school to be safer than public schools when it comes to their peers participating in at-risk behaviors.

It is a clear consensus that our students give high marks to their schools. But the Valuegenesis surveys were administered not only to see our strengths, but to have our students point out the areas that need our attention for improvement. Now we must allow student perceptions to set our agenda for church, home, and school improvement.

The Not-So-High Marks
Let us begin our analysis for improvement by looking at the data from a set of questions entitled in the survey "the need for change in Adventist schools." Students were given five options of responding. For our summary, I have combined "I tend to agree" and "I definitely agree" into "agree." "I tend to disagree" and "definitely disagree" is reported with "disagree." The following statements with frequency of responses are:

Schools need to become more modern in their thinking. 68 percent agree, 9 percent disagree, and 23 percent are not sure

Schools are exciting and interesting. 39 percent agree, 35 percent disagree, and 26 percent are not sure

Schools should stay just as they are. 16 percent agree, 59 percent disagree, and 25 percent are not sure

Schools are turning young people off to Adventism 32 percent agree, 27 percent disagree, and 41 percent are not sure

Schools are in need of a great deal of change. 50 percent agree, 18 percent disagree, and 32 percent are not sure

Schools need to put more emphasis on traditional Adventist values. 28 percent agree, 31 percent disagree, and 41 percent are not sure

Schools are healthy. 55 percent agree, 15 percent disagree, and 30 percent are not sure

Schools are dying. 21 percent agree, 43 percent disagree, and 36 percent are not sure

Schools are helping young people accept and appreciate Adventism. 44 percent agree, 20 percent disagree, and 36 percent are not sure

What do these nine statements and student responses teach us?

We learn for sure that change is needed. I agree with our students. Since excellence demands continual improvement, students rightly point out that change is essential. Since improvement is essential, change is good if it comes from a desire to become better. While more students agree (32 percent) than disagree (27 percent) with the statement that schools are turning young people off to Adventism, more students (44 percent) believe that schools are helping young people accept and appreciate Adventism than those students (20 percent) who disagree. My concern about these two statements is the high percentage of "not sure" responses. Why do a substantial number of students either agree or are not sure (75 percent) that our schools are not a positive influence for Adventism? Should we wonder what their perception would be if we substituted the word "Christian" for "Adventism"?

As a church and school system, we need to ask ourselves some hard questions. We challenge our teachers and administrators to take the lead in discovering reasons for this perception. Most important, we need additional insights from in-depth student conversations as we address this serious concern and student indifference.

A second concern focuses on the responses with questions on relationships with teachers. In response to the question "How willing are you to seek out a relationship with teachers?" 55 percent responded that they were either unwilling or not sure whether to take the initiative in developing a relationship. Another question asked, "Generally speaking, how available are teachers at your school to talk in times of need?" Fifty-one percent said that their teachers were available, while 49 percent were not sure or perceived their teachers to be unavailable. A final question asked, "How willing are your teachers at your school to talk to you about sensitive issues such as sex, drugs, etc.?" Again, 50 percent were not sure or perceived that their teachers were not willing to have conversations about sensitive topics.

Previous questions in our research revealed that students perceived their teachers as caring and supportive. The data from these three questions show that teachers must take a more proactive approach in developing a personal friendship with many students. Teachers, administrators, and staff are also challenged to intentionally demonstrate their willingness "to be there" and to be more perceptive in realizing when a student needs to discuss sensitive topics. These student responses remind us again that students wish to have a personal friendship with their teachers.

Finally, students want to learn more about grace. Even though our students are more grace
orientated than a decade ago, 76 percent of our eleventh and twelfth graders agree with the statement "Adventist schools should spend more time teaching about God's grace." We rejoice with our growth in grace, but students want to see these themes explored even more in our classrooms.

Conclusion
The school report card is clear: students have graded their schools with both above average and below average marks. Commendations abound, but recommendations for improvement keep us humble and poised for change. From an educational standpoint, the Valuegenesis survey is the largest needs assessment that has been conducted by a private school system. What a tragedy it would be if we do not listen to what our students tell us. But after we listen, what will we do with this treasure of information? My dream is that we should be proud of our successes while making action plans for improvement. "Something better" must continue to drive us to excellence and continued improvement.

Our church believes in it. Our parents demand it. And our students deserve it.

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¹ James H. Stronge, Qualities of Effective Teachers (Alexandria, Va: Association for Supervision and Curriculum Development, 2002), p. 15.
² Ellen G. White, Education (Mountain View, Calif.: Pacific Press Pub. Assn., 1903), p. 212.
³ White, Fundamentals of Christian Education (Nashville, Tenn.: Southern Pub. Assn., 1923), p. 18.
⁴ White, Counsels to Parents, Teachers, and Students (Mountain View, Calif.: Pacific Press Pub. Assn., 1913), pp. 76, 77.
⁵ White, Fundamentals of Christian Education (Nashville, Tenn.: Southern Pub. Assn., 1923), p. 68.
⁶ William Glasser, The Quality School Teacher (New York, N.Y.: Harper Perennial, 1993).
⁷ Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, Classroom Instruction That Works (Alexandria, Va.: Association for Supervision and Curriculum Development, 2001), p. 59.

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Ed Boyatt teaches graduate students at La Sierra University and currently serves as chair of the Administration/Leadership Department in the School of Education.

This article is based on a chapter in the recently published book Ten Years Later: A Study of Two Generations by Bailey Gillespie and Michael Donahue. You may learn more about this book and the Valuegenesis research by visiting the John Hancock Center for Youth and Family Ministry Web site at La Sierra University.