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School Climate FAQs

Find quick answers to common questions about NSCC programs and services.

Browse below for information on the Comprehensive School Climate Inventory (CSCI), Professional Development, and School Climate resources.

FAQs About the CSCI

(Comprehensive School Climate Inventory)
Has the CSCI been developed in a scientifically sound manner?
Yes. The CSCI is grounded in research on social and emotional education and was rigorously validated in 2007 using factor analysis and structural equation modeling. It has since undergone multiple rounds of validity and reliability testing to ensure the survey remains, accurate, relevant, and reflective of school climate across different populations.

We partner with your school to create an implementation plan and identify a school climate coordinator. The coordinator uses our online portal to access survey links, resources, and real-time response rate tracking. The survey is typically administered over a two- to three-week period.

Each school will receive an online report through their school climate portal. There are four sections in the CSCI Report: (1) an overview of school climate dimensions; (2) a response summary that outlines the total number of students, staff, and families who have responded to the CSCI dimensions; (3) domain and dimension summary that highlights the overall scores for each dimension across stakeholder groups; (4) item analysis that show how people responded to every item on the CSCI.

The CSCI can be used in grades 3 through 12.
Currently, the CSCI is available in English and Spanish. Please let us know if you have a need for additional translations.
The CSCI can typically be completed within a class period. Students usually take about 20 minutes, though younger students or those with special needs may need additional time. Adults generally complete the survey in 15-20 minutes, often during staff meetings or PD days.
Demographic data is gathered for grade level, race/ethnicity, and other categories. This information is presented within the final report. Demographic populations lower than ten people will not be reported to protect anonymity of respondents.
Yes. The CSCI is completely confidential.
You will receive your school’s data within seven business days after the survey close-date.
The CSCI is designed to support each school’s own improvement efforts based on their unique results. Benchmarking data is available in the summer after the end of the school year to provide broader context.
Schools find the CSCI valuable because it provides reliable insight into what is and isn’t working across the school community. It can help inform how programs and initiatives are perceived and highlights differences in perspectives among students, staff, and families.
Yes. The CSCI provides a reliable way to gather input from the entire school community, helping to confirm or expand your understanding of current concerns. It ensures all voices are heard and helps build a data-informed case for moving forward with action planning.

CSCI findings can become the springboard for substantive and collaborative school improvement. The CSCI provides a reliable way to gather input from the entire school community, helping to confirm or expand your understanding of current concerns. It ensures all voices are heard and helps build a data-informed case for moving forward with action planning.

We offer a range of options based on your school or district’s needs. To learn more and receive a customized quote, please email Director of School Partnerships Amanda Weitzel aweitzel@schoolclimate.org or call 212-707-8799.

There are a variety of potential fund sources which may include violence prevention, school improvement, evaluation and assessment funds, dropout prevention, anti- bullying grants, and local school monies.

Contact Director of School Partnerships, Amanda Weitzel aweitzel@schoolclimate.org or call 212-707-8799.

FAQs About Professional Development Services

What is the focus of NSCC's School Climate Action and Implementation Support?

Our work is grounded in our five-stage improvement process. While we offer a set of structured workshops, our support is flexible and tailored to each school, district, or state agency. We build on your existing strengths, priorities, and goals to support meaningful and sustainable improvement.

We offer supports that can be customized to your needs, including:

  • Workshops on school climate improvement, measurement, data analysis, action planning, and program implementation.
  • Assistance in strategizing the execution of the five stage school climate improvement (planning, evaluation, action planning, implementation, re-evaluation).
  • Developing school climate leadership teams and collaborative networks of school leaders to share best practices on school climate issues.
  • Identifying appropriate school climate research resources and materials that specifically address a school’s/organization’s needs.

Yes. As NSCC is a teaching and learning center, there may be instances where we would request that a school and district talk about our work together and/or co-author a paper. But, this is always up to the school and district to determine if appropriate.

Pricing varies depending on the scope of services and level of support. Please contact us at info@schoolclimate.org to learn more about pricing options.

Yes. Many of our partnerships include virtual sessions via Zoom, making it easy for teams to engage in workshops, coaching, and planning regardless of location. However, NSCC can provide supports onsite if requested by a school or district.
The CSCI can serve as a key input for your improvement work. Through this partnership, we help your team interpret results, identify priorities, and move from data to action through workshops, coaching, and implementation planning. You may also consider extending this work through our School Climate Leadership Certification program.

E Tsang, Director of Operations, National School Climate Center

E Tsang

Director of Operations

As the Director of Operations for NSCC, E Tsang helps make the finances, HR, and organizational functions of NSCC run smoothly.
Adam St. Bernard Jacobs(he/him), Co-Executive Director, National School Climate Center

Adam St. Bernard Jacobs (he/him)

Co-Executive Director

Adam is a peace educator and nonprofit leader. Adam was previously the organization’s Director of Development. Prior to joining NSCC, Adam was the co-founder and Executive Director of Kids Creative, an arts education organization in NYC. He was also a member of the team that founded a community elementary school in The Bronx. He has worked on issues of equity, anti-racism, arts education, and conflict resolution. He has written articles and led workshops in conflict resolution and the arts, giving talks and workshops at Columbia University, The Peace and Justice Studies Conference, Gettysburg College, and The University of Istanbul, among others. Adam has an undergraduate degree in International Politics, a Masters degree in Peace Education, and a Certificate in Senior Nonprofit Leadership, all from Columbia University, as well as an undergraduate degree in Rabbinic Law from The Jewish Theological Seminary of America. He was also Mr. Clown, a lead performer in the internationally acclaimed rock group for kids, The Dirty Sock Funtime Band, and was a regular on Nick Jr. and Chuck E Cheese TV. He is raising 2 fantastic children with his life partner, Tabitha.
Kori Hamilton Biagas, Director of Education, National School Climate Center

Kori Hamilton Biagas

Director of Education

Kori is an educator, connector, truth seeker, master facilitator, and the founder of Just Educators. Kori has nearly 20 years of experience in strategic planning, policy analysis and development, instruction, coaching, and technical assistance. As an Equity Specialist for the Region IV and Region IX equity assistance centers, Kori managed large-scale, racial equity driven school district transformation efforts, led district and state leaders through policy analysis, coached state leaders through school climate transformation initiatives, and provided equity-focused professional learning opportunities at all levels of education. Kori specializes in addressing and resolving inequitable policies, practices, and processes in organizations related to racial equity and social justice.
Christian Villenas, Ph.D, Co-Executive Director, National School Climate Center

Christian Villenas, Ph.D

Co-Executive Director

A sociologist by training and an applied education researcher by practice, Christian’s work examines how educational institutions shape opportunity, belonging, exclusion, and student experience. At NSCC, he helps guide the organization’s research, measurement, evaluation, partnerships, and strategic growth, with a focus on making evidence usable for schools, districts, and education partners. Before joining NSCC, Dr. Villenas held research and policy roles at GLSEN, Advocates for Children of New York, the New York City Charter School Center, the NAEP Education Statistics Services Institute, and the American Institutes for Research. Across more than two decades, his work has focused on school climate, social disparities in education, disability studies, LGBTQ student experiences, college access, education policy, program evaluation, and statistical analysis. He holds a BS from New York University, an MS from The New School, and a PhD in Sociology from Johns Hopkins University.
Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

For over a decade at NSCC, Amanda has partnered with schools and districts across the country to support the implementation of school climate surveys and the strategic use of data to drive meaningful improvement. With a background in data analysis, customer success, and partner support, Amanda specializes in helping educators move beyond data collection to uncover actionable insights that strengthen school communities. Her work sits at the intersection of research, data, and practice, guiding school and district leaders in translating survey results into informed decisions that support student success, staff well-being, and positive learning environments. Amanda is passionate about empowering educators with the tools, knowledge, and confidence needed to create safe, supportive, and engaging schools where all students can thrive.
Samantha Elleman, Associate Director of Research, National School Climate Center

Samantha Elleman

Associate Director of Research

Samantha’s primary research topics span school climate, social inclusion, and school climate improvement. Prior to joining the National School Climate Center, Samantha worked as Assistant Teacher and Research Assistant at the Barnard Toddler Center. Her research interests include early childhood education, childhood trauma and protective factors, social-emotional education, and mental wellness in schools. Samantha holds a Bachelor of Arts in Psychology from Barnard College and a Master of Arts in Developmental Psychology from Teachers College, Columbia University.