This research examines the school experiences of Black students in the Iowa City Community School District. The study uses data from a school climate survey that was administered to all 6th, 8th, and 11th grade students in February 2016. The study focuses on teacher relationships and mentorship, inclusive communities, and the discipline environment to understand what aspects of the school environments are experienced unequally. The study first examines the racial differences in student experiences across the District by comparing the experiences of Black and White students. Next, the study examines how the experiences of Black students varies across the schools in the district. Finally, the study explores how the experiences of Black students differs by gender and socioeconomic status.

The report that I have worked under is “Assessing Student Experiences of School in the Iowa City Community School District.”  The primary goal of the developed student survey was to gain detailed information regarding students’ own perceptions and experiences of the District’s schools. The findings from the student survey demonstrate areas of significant strength across the District schools, and areas for improvement to align with the District’s pursuit of creating an inclusive and equitable environment for all students.  The study required attention to not only the overall experiences of blacks but specifically gender and socioeconomic differences along with the differences between white and blacks. 

There are a number of positive outcomes from the survey.  A majority of students report a mentorship relationship, are highly motivated to do well in school, and a majority of 8th and 11th grade students receive academic support. However, there are also a number of areas in need of improvement.  39% of students perceive disciplinary inequity in their school, students of color (aside from Asian students) report lower levels of positive treatment by teachers, and report a higher number and accumulation of negative experiences.