Hope Study Results 2006-07

The results of the 2006-07 school year Hope Study showed students in EdVisions Schools raised
their Hope Index levels on average 1.50 points in two full years in an EdVisions school and 2.25
points in three full years in an EdVisions site. Trajectories show that a typical student who would
have remained in an EdVisions school for six years would eventually exhibit a statistically
significant raise of 6.5 points! The mean hope index score for new students in an EdVisions site is
47.69 (48.00 is the national mean), the mean for students after two years is 49.19, three years
49.94, and for students who have been in an EdVisions site for six years, it is 53.19. These
numbers are based on a scale of 12 (the lowest score possible) to 60 (the highest score possible).

The data shows that students who come in with a relatively high Hope Index gain approximately
.71 points per year (69%), those with moderate levels raise at a 1.74 points per year (26%), and
those with low levels of hope, although fluctuating more than others, at 1.23 points per year (5%).
Research into traditional schools show that student Hope Index levels remain static or even
possibly become lower over time.

Why is raising Hope Index levels significant? Hope is a dispositional aspect of one’s personality
that is related to persistence and resiliency. High hope individuals are happier, healthier, and are
more successful in college and in life pursuits. It is sometimes considered that dispositions are
aspects of student personalities that are part of their nature or home life and that schools can do
nothing to alter it. However, this study has proven that school climate can make a major
difference in development of life-long traits necessary for success in life.

The variables measured in the Hope Study include levels of autonomy, belongingness, goal
orientation, engagement and dispositional hope perceived by students. In all elements of the
variables, students in EdVisions Schools report higher levels than students in other venues. For
example, this past administration of the study asked new students in EdVisions sites in the fall of
06 to answer the questions referring to their old, traditional school venue. Then they answered the
questions in the spring of 07 from the standpoint of the EdVisions school site. The differences
were quite remarkable:

EdVisions Average per Site Average for Traditional Sites

Autonomy 5.67 4.03

Belongingness
Adult Academic Support 4.30 3.83
Adult Personal Support 3.89 3.12
Peer Academic Support 3.29 2.69
Peer Personal Support 3.46 3.11
Goal Orientation
Task Mastery 4.55 3.34
Performance 2.19* 2.85*
Engagement
Behavioral 3.44 0.22
Emotional 4.97 <0
*A higher level of performance goal orientation means that students perform because of grades and other inducements
rather than for mastery of content or for the intrinsic value of the task itself. Therefore, a school culture would want a
lower performance goal orientation.
Student perception of the EdVisions school cultures are higher in all categories, leading us to
believe that the variables do have an effect on raising or lowering levels of hope. Especially
interesting is the levels of behavioral and emotional levels of engagement, with traditional
settings scoring nearly zero or in the negative. Engagement has a high correlation to hope, and as
engagement goes, so go hope levels. These ratings are, of course, given by students who have left
those settings where they would have had very little engagement in previous schools, enrolling in
EdVisions schools to become re-engaged in learning.

School culture, evident in a relevant learning program and in positive relationships with students,
makes a major difference in how students eventually perform both while in school and when they
leave a school. Schools that raise student hope and help develop life-long personality traits
leading to success are adding major value to the lives of students. In that regard, EdVisions
Schools are successful schools!