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sqm-dashboards
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Add elementary school questions to framework.

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pull/1/head
rebuilt 3 years ago
parent c6b8518cb1
commit 10515893ff
4 changed files with 214 additions and 132 deletions
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9
app/presenters/student_survey_presenter.rb
Unescape View File

@ -25,6 +25,13 @@ class StudentSurveyPresenter < DataItemPresenter
end end
def descriptions_and_availability def descriptions_and_availability
survey_items.map(&:description) survey_items.reject do |survey_item|
question_id = survey_item.survey_item_id.split('-')[2]
if question_id.present?
question_id.starts_with?('es')
else
false
end
end.map(&:description)
end end
end end

283
data/sqm_framework.csv
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@ -1,179 +1,202 @@
Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Subcategory Warning High,Subcategory Watch Low,Subcategory Watch High,Subcategory Growth Low,Subcategory Growth High,Subcategory Approval Low,Subcategory Approval High,Subcategory Ideal Low,Measures,Measure Description,Measure ID,Measure Warning High,Measure Watch Low,Measure Watch High,Measure Growth Low,Measure Growth High,Measure Approval Low,Measure Approval High,Measure Ideal Low,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Subcategory Warning High,Subcategory Watch Low,Subcategory Watch High,Subcategory Growth Low,Subcategory Growth High,Subcategory Approval Low,Subcategory Approval High,Subcategory Ideal Low,Measures,Measure Description,Measure ID,Measure Warning High,Measure Watch Low,Measure Watch High,Measure Growth Low,Measure Growth High,Measure Approval Low,Measure Approval High,Measure Ideal Low,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,"NCES, 2015-16",FALSE,FALSE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,a-exp-i2,,,,,10,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.605,2.615,3.115,3.125,3.615,3.625,4.7,4.71,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",s-peff-q1,,,,Q10,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?",s-peff-q2,,,,Q11,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?",s-peff-q3,,,,Q12,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,s-peff-q4,,,,Q14,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,s-peff-q5,,,,Q15,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,t-pcom-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,t-pcom-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,t-prep-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?",t-pcom-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,t-prep-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?",t-pcom-q4,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.713333333,2.723333333,3.223333333,3.233333333,3.723333333,3.733333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,t-prep-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.655,2.665,3.165,3.175,3.665,3.675,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,t-coll-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,t-coll-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,t-inle-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,t-inle-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,t-prtr-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,FALSE,TRUE,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,t-prtr-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,t-coll-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,t-coll-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,t-qupd-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,t-qupd-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,t-qupd-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,TRUE,TRUE,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how safe do you feel at school?","Overall, how safe do you feel at school?",s-phys-q3,,,,Q42,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",t-pvic-q3,,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?",s-sbel-q1,,,,Q44,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?",s-sbel-q2,,,X,Q45,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,s-sbel-q3,,,,Q46,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,s-sbel-q4,,,,Q48,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,s-sbel-q5,,,,Q49,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,t-psup-q1,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,School is important to me.,,,,,,,s-vale-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,School is important to my family.,,,,,,,s-vale-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a reader.,,,,,,,s-vale-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a scientist.,,,,,,,s-vale-es6,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking.
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.98,2.99,3.49,3.5,3.99,4,4.85,4.86,Teachers,,TRUE,TRUE,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 ",,,,,,,s-acpr-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.707272727,2.717272727,3.217272727,3.227272727,3.717272727,3.727272727,4.527272727,4.537272727,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.68,2.69,3.19,3.2,3.69,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,TRUE,TRUE,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.732380952,2.742380952,3.242380952,3.252380952,3.742380952,3.752380952,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51 Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year? Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
",t-sach-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 ",t-sach-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teacher Perception of Student Learning,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.646666667,2.656666667,3.156666667,3.166666667,3.656666667,3.666666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41 Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31

1 Category Category ID Category Description Category Short Description Subcategory Subcategory ID Subcategory Description Subcategory Warning High Subcategory Watch Low Subcategory Watch High Subcategory Growth Low Subcategory Growth High Subcategory Approval Low Subcategory Approval High Subcategory Ideal Low Measures Measure Description Measure ID Measure Warning High Measure Watch Low Measure Watch High Measure Growth Low Measure Growth High Measure Approval Low Measure Approval High Measure Ideal Low Source Source Notes Show items in accordion? Active admin & survey items Question/item (22-23) Question/item (21-22) Question/item (20-21) Original Item (19-20 surveys) Original Item (18-19 surveys) Original Item (17-18 surveys) Original Item (16-17 surveys) Survey Item ID Reverse Scored HS only admin item? On Short Form? Qualtrics ID Admin Data Benchmark (Absolute) Admin Data Unit (Absolute) Item Warning High Item Watch Low Item Watch High Item Growth Low Item Growth High Item Approval Low Item Approval High Item Ideal Low
2 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.98 2.605 2.99 2.615 3.49 3.115 3.5 3.125 3.99 3.615 4 3.625 4.7 4.71 Admin Data Teachers Constructed by MCIEA staff, based on research from Kraft and Papay TRUE TRUE Percentage teachers with 3+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Percentage teachers with 5+ years of experience Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? a-exp-i1 t-prep-q1 #N/A 80 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.71
3 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.98 2.605 2.99 2.615 3.49 3.115 3.5 3.125 3.99 3.615 4 3.625 4.7 4.71 Admin Data Teachers NCES, 2015-16 TRUE TRUE Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? Percentage teachers National Board certified How prepared are you for teaching the topics that you are expected to teach in your assignment? a-exp-i2 t-prep-q2 #N/A 10 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.71
4 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.98 2.605 2.99 2.615 3.49 3.115 3.5 3.125 3.99 3.615 4 3.625 4.7 4.71 Admin Data Teachers Center for Education Data and Research TRUE TRUE Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? Percentage teachers teaching in area of licensure How confident are you in working with the student body at your school? a-exp-i3 t-prep-q3 #N/A 95 percentage 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.7 4.71
5 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Professional Qualifications Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-iii 1A-i 2.68 2.605 2.69 2.615 3.19 3.115 3.2 3.125 3.69 3.615 3.7 3.625 4.7 4.71 Admin Data Constructed by MCIEA staff Constructed by MCIEA staff, based on research from Kraft and Papay TRUE TRUE Percent teacher returning (including retirement) Percentage teachers with 3+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience Percent teacher returning (excluding retirement) Percentage teachers with 5+ years of experience a-pcom-i1 a-exp-i1 #N/A 85 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
6 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Professional Qualifications Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-iii 1A-i 2.68 2.605 2.69 2.615 3.19 3.115 3.2 3.125 3.69 3.615 3.7 3.625 4.7 4.71 Admin Data Ed Week NCES, 2015-16 TRUE FALSE TRUE FALSE Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified Percent teachers with 10+ days absent Percentage teachers National Board certified a-pcom-i2 a-exp-i2 X #N/A 28 10 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
7 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Professional Qualifications Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-iii 1A-i 2.68 2.605 2.69 2.615 3.19 3.115 3.2 3.125 3.69 3.615 3.7 3.625 4.7 4.71 Admin Data Benchmark is the % of teachers of color statewide in the 21-22 school year Center for Education Data and Research TRUE TRUE % Teachers of Color Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure Percentage teachers teaching in area of licensure a-pcom-i3 a-exp-i3 #N/A 12.8 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
8 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? s-peff-q1 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
9 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? s-peff-q2 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
10 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? s-peff-q3 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
11 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? s-peff-q4 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
12 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? s-peff-q5 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
13 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? How good is your teacher at helping you learn? s-peff-q6 X Q16 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
14 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers TRUE TRUE How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? How confident are you in your ability to present material clearly? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
15 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers TRUE TRUE How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to identify gaps in student understanding? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
16 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers TRUE TRUE How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to provide extra help to students who need it? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
17 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers TRUE TRUE How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? How confident are you in your ability to make material interesting for students? Not in the 17-18 Surveys Not in the 16-17 Surveys t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
18 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.68 2.88 2.69 2.89 3.19 3.39 3.2 3.4 3.69 3.89 3.7 3.9 4.7 4.71 Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (including retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) How many teachers in this school feel responsible for helping each other do their best? Percent teacher returning (excluding retirement) t-pcom-q1 a-pcom-i1 #N/A 85 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
19 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.68 2.88 2.69 2.89 3.19 3.39 3.2 3.4 3.69 3.89 3.7 3.9 4.7 4.71 Teachers Admin Data Ed Week TRUE TRUE How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent How many teachers in this school take responsibility for improving the school? Percent teachers with 10+ days absent t-pcom-q2 a-pcom-i2 X #N/A 28 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
20 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.68 2.88 2.69 2.89 3.19 3.39 3.2 3.4 3.69 3.89 3.7 3.9 4.7 4.71 Teachers Admin Data Benchmark is the % of teachers of color statewide in the 21-22 school year TRUE TRUE This year, how often have you had conversations with your colleagues about what helps students learn? % Teachers of Color This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? This year, how often have you had conversations with your colleagues about what helps students learn? t-pcom-q3 a-pcom-i3 #N/A 12.8 percentage 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
21 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.68 2.88 2.69 2.89 3.19 3.39 3.2 3.4 3.69 3.89 3.7 3.9 4.7 4.71 Teachers TRUE TRUE As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? As a faculty, how well do you do talking through views, opinions, and values? How many teachers in this school feel responsible for helping each other do their best? t-pcom-q4 t-pcom-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
22 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.68 2.88 2.69 2.89 3.19 3.39 3.2 3.4 3.69 3.89 3.7 3.9 4.7 4.71 Teachers TRUE TRUE This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? This year, how often have you had colleagues observe your classroom? How many teachers in this school take responsibility for improving the school? t-pcom-q5 t-pcom-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
23 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Professional Community Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-i 1A-iii 2.98 2.88 2.99 2.89 3.49 3.39 3.5 3.4 3.99 3.89 4 3.9 4.7 4.71 Teachers TRUE TRUE Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? This year, how often have you had conversations with your colleagues about what helps students learn? t-prep-q1 t-pcom-q3 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.71
24 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Professional Community Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-i 1A-iii 2.98 2.88 2.99 2.89 3.49 3.39 3.5 3.4 3.99 3.89 4 3.9 4.7 4.71 Teachers TRUE TRUE How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? How prepared are you for teaching the topics that you are expected to teach in your assignment? As a faculty, how well do you do talking through views, opinions, and values? t-prep-q2 t-pcom-q4 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.71
25 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.713333333 2.655 2.723333333 2.665 3.223333333 3.165 3.233333333 3.175 3.723333333 3.665 3.733333333 3.675 4.7 4.71 Professional Qualifications Professional Community Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-i 1A-iii 2.98 2.88 2.99 2.89 3.49 3.39 3.5 3.4 3.99 3.89 4 3.9 4.7 4.71 Teachers TRUE TRUE How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? How confident are you in working with the student body at your school? This year, how often have you had colleagues observe your classroom? t-prep-q3 t-pcom-q5 #N/A 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.71
Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? t-coll-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? t-coll-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? t-coll-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
26 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal communicate a clear vision of teaching and learning? t-inle-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
27 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal press teachers to engage in good pedagogical practice? t-inle-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
28 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How much does your principal know about what’s going on in teachers’ classrooms ? How much does your principal know about what’s going on in teachers’ classrooms ? How much does your principal know about what’s going on in teachers’ classrooms ? t-inle-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
29 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? To what extent do you trust your principal at his or her word? t-prtr-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
30 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? At your school, how comfortable are you raising concerns with the principal? t-prtr-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
31 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers FALSE TRUE How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? How much do you trust your principal to stand up for you in disagreements with parents? t-prtr-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
32 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? How often do teachers here work together to plan curriculum and instruction? t-coll-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
33 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? t-coll-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
34 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? How often do teachers here collaborate to make the school run effectively? t-coll-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
35 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? To what extent has your professional development been connected to the topics you teach? t-qupd-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
36 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? t-qupd-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
37 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? To what extent has your professional development included enough time to explore new ideas? t-qupd-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
38 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers TRUE TRUE Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? Overall, how strong has support for your professional growth been? t-qupd-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Admin Data Students NCES TRUE TRUE Percent of students suspended How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? Student to suspensions ratio How often do you worry about violence at your school? a-phys-i1 s-phys-q1 X #N/A Q40 5.27 percent 2.98 2.78 2.99 2.79 3.49 3.29 3.5 3.3 3.99 3.79 4 3.8 4.7 4.5 4.71 4.51
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Admin Data Students Only captured to calculate the ratio TRUE FALSE TRUE How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? Number of student suspensions How often do students get into physical fights at your school? a-phys-i2 s-phys-q2 X #N/A Q41 n/a number . 2.98 2.78 2.99 2.79 3.49 3.29 3.5 3.3 3.99 3.79 4 3.8 4.7 4.5 4.71 4.51
41 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Admin Data Students only captured to calculate the chronic absence ratio TRUE TRUE Percent of students suspended for 10+ days Overall, how physically safe do you feel at school? Number of students suspended for 10+ days Overall, how physically safe do you feel at school? Number of students suspended for 10+ days Overall, how physically safe do you feel at school? Number of students suspended for 10+ days Overall, how physically safe do you feel at school? Number of students suspended for 10+ days Overall, how physically safe do you feel at school? Number of students suspended for 10+ days Overall, how safe do you feel at school? Number of students suspended for 10+ days Overall, how safe do you feel at school? a-phys-i3 s-phys-q3 X #N/A Q42 1 percent 2.98 2.78 2.99 2.79 3.49 3.29 3.5 3.3 3.99 3.79 4 3.8 4.7 4.5 4.71 4.51
42 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Student Physical Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-ii 2A-i 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Students TRUE TRUE How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How often are students unkind to each other at this school? How often do you feel like you might be harmed by someone at school? How worried are you that you will be bullied because of who you are? How often do you feel like you might be harmed by someone at school? s-emsa-q1 s-phys-q4 X X Q7 Q43 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
43 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Student Physical Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-ii 2A-i 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Students Admin Data NCES TRUE TRUE How often are students at this school unkind to each other online? Percent of students suspended How often are students at this school unkind to each other online? Student to suspensions ratio How often are students at this school unkind to each other online? Student to suspensions ratio How often are students at this school unkind to each other online? Student to suspensions ratio How often are students at this school unkind to each other online? Student to suspensions ratio How often are students at this school unkind to each other online? Student to suspensions ratio How often do you think students at your school are bullied online? Student to suspensions ratio s-emsa-q2 a-phys-i1 X Q8 #N/A 5.27 percent 2.78 2.98 2.79 2.99 3.29 3.49 3.3 3.5 3.79 3.99 3.8 4 4.5 4.7 4.51 4.71
44 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Student Physical Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-ii 2A-i 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Students Admin Data Only captured to calculate the ratio TRUE TRUE FALSE How much bullying occurs at this school? How much bullying occurs at this school? Number of student suspensions How much bullying occurs at this school? Number of student suspensions How much bullying occurs at this school? Number of student suspensions How much bullying occurs at this school? Number of student suspensions How much bullying occurs at this school? Number of student suspensions How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) Number of student suspensions s-emsa-q3 a-phys-i2 X Q9 #N/A n/a number 2.78 2.98 2.79 2.99 3.29 3.49 3.3 3.5 3.79 3.99 3.8 4 4.5 4.7 4.51 4.71
45 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Students Admin Data only captured to calculate the chronic absence ratio TRUE TRUE How often do you worry about violence at your school? Percent of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days How often do you worry about violence at your school? Number of students suspended for 10+ days s-phys-q1 a-phys-i3 X Q40 #N/A 1 percent 2.78 2.98 2.79 2.99 3.29 3.49 3.3 3.5 3.79 3.99 3.8 4 4.5 4.7 4.51 4.71
46 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Student Emotional Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-i 2A-ii 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Students TRUE TRUE How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How often are students unkind to each other at this school? How often do students get into physical fights at your school? How worried are you that you will be bullied because of who you are? s-phys-q2 s-emsa-q1 X X Q41 Q7 . 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
47 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Student Emotional Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-i 2A-ii 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Students TRUE TRUE Overall, how physically safe do you feel at school? How often are students at this school unkind to each other online? Overall, how physically safe do you feel at school? How often are students at this school unkind to each other online? Overall, how physically safe do you feel at school? How often are students at this school unkind to each other online? Overall, how physically safe do you feel at school? How often are students at this school unkind to each other online? Overall, how physically safe do you feel at school? How often are students at this school unkind to each other online? Overall, how safe do you feel at school? How often are students at this school unkind to each other online? Overall, how safe do you feel at school? How often do you think students at your school are bullied online? s-phys-q3 s-emsa-q2 X Q42 Q8 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
48 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Physical Safety Student Emotional Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-i 2A-ii 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Students TRUE TRUE How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How much bullying occurs at this school? How often do you feel like you might be harmed by someone at school? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) s-phys-q4 s-emsa-q3 X X Q43 Q9 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
49 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Teachers TRUE TRUE How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school or online? How often are students bullied at school? How often are students bullied at school? How often are students bullied at school? t-pvic-q1 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
50 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Teachers TRUE TRUE How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? How often are students bullied because of who they are? t-pvic-q2 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
51 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.93 2.78 2.94 2.79 3.44 3.29 3.45 3.3 3.94 3.79 3.95 3.8 4.65 4.5 4.66 4.51 Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 Teachers TRUE TRUE Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? Overall, how unkind are students to each other? t-pvic-q3 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
52 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE TRUE Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? Overall, how much do you feel like you belong at your school? s-sbel-q1 Q44 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
53 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE TRUE At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? s-sbel-q2 X Q45 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
54 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE TRUE How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? How well do people at your school understand you? s-sbel-q3 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE TRUE How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? s-sbel-q4 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE TRUE How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? How connected do you feel to the adults at your school? s-sbel-q5 Q49 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE FALSE TRUE When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? I am happy when I am at school. When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? s-tint-q1 s-sbel-es1 X Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
58 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE FALSE TRUE How interested in your teacher in what you do outside of class? I have friends in my classroom. How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) How interested is your teacher in what you do outside of class? How interested is your teacher in what you do outside of class? s-tint-q2 s-sbel-es2 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
59 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE FALSE TRUE If you walked into class upset, how concerned would your teacher be? I have friends at recess. If you walked into class upset, how concerned would your teacher be? If you walked into class upset, how concerned would your teacher be? If you walked into class upset, how concerned would your teacher be? If you walked into class upset, how concerned would your teacher be? If you walked into class upset, how concerned would your teacher be? If you walked into class upset, how concerned would your teacher be? s-tint-q3 s-sbel-es3 Q19 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
60 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE FALSE TRUE If you came back to visit class three years from now, how excited would your teacher be to see you? Grownups at this school like me for who I am. If you came back to visit class three years from now, how excited would your teacher be to see you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you came back to visit class three years from now, how excited would your teacher be to see you? s-tint-q4 s-sbel-es4 Q20 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
61 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students TRUE FALSE TRUE If you had something on your mind, how carefully would your teacher listen to you? Students at this school like me for who I am If you had something on your mind, how carefully would your teacher listen to you? If you had something on your mind, how carefully would your teacher listen to you? If you had something on your mind, how carefully would your teacher listen to you? If you had something on your mind, how carefully would your teacher listen to you? If you had something on your mind, how carefully would your teacher listen to you? If you had something on your mind, how carefully would your teacher listen to you? s-tint-q5 s-sbel-es5 Q21 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
62 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE Grownups treat students with respect. s-sbel-es6 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
63 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE Students treat each other with respect. s-sbel-es7 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
64 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE There are grownups at my school who care about me. s-sbel-es8 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
65 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE My teacher gives me help when I need it. s-sbel-es9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
66 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE I am happy when I am in class. s-sbel-es10 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
67 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students FALSE TRUE My teacher gives all students help when they need it. s-sbel-es11 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
68 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Teachers TRUE TRUE How much do students at this school care about each other? How much do students at this school care about each other? How much do students at this school care about each other? How much do students at this school care about each other? How much do students at this school care about each other? How much do students at this school care about each other? How much do students at this school care about each other? t-psup-q1 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
69 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Teachers TRUE TRUE How often do students at this school help each other learn? How often do students at this school help each other learn? How often do students at this school help each other learn? How often do students at this school help each other learn? How often do students at this school help each other learn? How often do students at this school help each other learn? How often do students at this school help each other learn? t-psup-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
70 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Teachers TRUE TRUE How well do students at this school get along with each other? How well do students at this school get along with each other? How well do students at this school get along with each other? How well do students at this school get along with each other? How well do students at this school get along with each other? How well do students at this school get along with each other? How well do students at this school get along with each other? t-psup-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
71 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Teachers TRUE TRUE At this school, how respectful are students to each other? At this school, how respectful are students to each other? At this school, how respectful are students to each other? At this school, how respectful are students to each other? At this school, how respectful are students to each other? At this school, how respectful are students to each other? At this school, how respectful are students to each other? t-psup-q4 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
72 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Admin Data Students MA DESE, 2019-20 TRUE TRUE Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? Chronic absence rate How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) Chronic absence rate How interested is your teacher in what you do outside of class? Chronic absence rate How interested is your teacher in what you do outside of class? a-vale-i1 s-tint-q2 X #N/A Q18 10 number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.8 4.5 4.81 4.51
73 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Valuing of Learning Student-Teacher Relationships Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Admin Data Students Constructed by MCIEA staff TRUE TRUE Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? Average daily attendance If you walked into class upset, how concerned would your teacher be? a-vale-i2 s-tint-q3 #N/A Q19 90 number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.8 4.5 4.81 4.51
74 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Academic Challenge Student-Teacher Relationships Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-ii 2B-ii 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Students TRUE TRUE How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? How much does your teacher encourage you to do your best? If you came back to visit class three years from now, how excited would your teacher be to see you? s-acpr-q1 s-tint-q4 X Q22 Q20 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
75 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Academic Challenge Student-Teacher Relationships Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-ii 2B-ii 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51 Students TRUE TRUE When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? If you had something on your mind, how carefully would your teacher listen to you? s-acpr-q2 s-tint-q5 Q23 Q21 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
76 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Academic Challenge Valuing of Learning Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-ii 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE TRUE How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? How often does your teacher ask you to explain your answers? Overall, how important is school to you? s-acpr-q3 s-vale-q1 Q24 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
77 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Academic Challenge Valuing of Learning Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-ii 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE TRUE How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? How often does your teacher take time to make sure you understand the material? How curious are you to learn more about things you talked about in school? s-acpr-q4 s-vale-q2 Q26 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
78 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE TRUE Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? Overall, how important is school to you? How much do you enjoy learning in school? s-vale-q1 s-vale-q3 X Q50 Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
79 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE TRUE How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? How curious are you to learn more about things you talked about in school? How much do you see yourself as a learner? s-vale-q2 s-vale-q4 Q53 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
80 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE FALSE TRUE How much do you enjoy learning in school? School is important to me. How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? s-vale-q3 s-vale-es1 X Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
81 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Valuing of Learning Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Students TRUE FALSE TRUE How much do you see yourself as a learner? School is important to my family. How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? How much do you see yourself as a learner? s-vale-q4 s-vale-es2 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
82 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Academic Challenge Valuing of Learning Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-ii 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Teachers Students TRUE FALSE TRUE How well does your school foster academic challenge for all students? I enjoy learning new things at school. How well does your school foster academic challenge for all students? How well does your school foster academic challenge for all students? How well does your school foster academic challenge for all students? How well does your school foster academic challenge for all students? How well does your school foster academic challenge for all students? Not in the 16-17 Surveys t-acch-q1 s-vale-es3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
83 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Academic Challenge Valuing of Learning Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-ii 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Teachers Students TRUE FALSE TRUE How effectively does your school challenge students who are struggling academically? I am a reader. How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are struggling academically? Not in the 16-17 Surveys t-acch-q2 s-vale-es4 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
84 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.68 2.707272727 2.69 2.717272727 3.19 3.217272727 3.2 3.227272727 3.69 3.717272727 3.7 3.727272727 4.5 4.527272727 4.51 4.537272727 Academic Challenge Valuing of Learning Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2C-ii 2C-i 2.68 2.734545455 2.69 2.744545455 3.19 3.244545455 3.2 3.254545455 3.69 3.744545455 3.7 3.754545455 4.5 4.554545455 4.51 4.564545455 Teachers Students TRUE FALSE TRUE How effectively does your school challenge students who are thriving academically? I am a mathematician. How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are thriving academically? Not in the 16-17 Surveys t-acch-q3 s-vale-es5 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
85 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Valuing of Learning Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3A-i 2C-i 2.98 2.734545455 2.99 2.744545455 3.49 3.244545455 3.5 3.254545455 3.99 3.744545455 4 3.754545455 4.85 4.554545455 4.86 4.564545455 Admin Data Students Constructed by MCIEA staff TRUE FALSE TRUE Average class size I am a scientist. Average class size Average class size Average class size Average class size Average class size Average class size a-reso-i1 s-vale-es6 X #N/A 20 number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.8 4.5 4.81 4.51
86 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Valuing of Learning Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3A-ii 2C-i 2.33 2.734545455 2.34 2.744545455 2.84 3.244545455 2.85 3.254545455 3.34 3.744545455 3.35 3.754545455 4.25 4.554545455 4.26 4.564545455 Admin Data Students American School Counselor Association (2005) TRUE FALSE TRUE Student to guidance counselor ratio (HS only) I am a good citizen. Student to guidance counselor ratio Student to guidance counselor ratio Student to guidance counselor ratio Student to guidance counselor ratio Student to guidance counselor ratio Student to guidance counselor ratio a-sust-i1 s-vale-es7 X #N/A 250 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.9 4.5 4.91 4.51
87 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Valuing of Learning Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3A-ii 2C-i 2.33 2.734545455 2.34 2.744545455 2.84 3.244545455 2.85 3.254545455 3.34 3.744545455 3.35 3.754545455 4.25 4.554545455 4.26 4.564545455 Admin Data Students American School Counselor Association (2005) TRUE FALSE TRUE Student to mental health counselor ratio I wonder about things, am curious, and want to learn more. Student to mental health counselor ratio Student to mental health counselor ratio Student to mental health counselor ratio Student to mental health counselor ratio Student to mental health counselor ratio Student to mental health counselor ratio a-sust-i2 s-vale-es8 X #N/A 250 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.9 4.5 4.91 4.51
88 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Valuing of Learning Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3A-ii 2C-i 2.33 2.734545455 2.34 2.744545455 2.84 3.244545455 2.85 3.254545455 3.34 3.744545455 3.35 3.754545455 4.25 4.554545455 4.26 4.564545455 Admin Data NCES, 2007-08 MA DESE, 2019-20 TRUE TRUE Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate Student to instructional support staff ratio Chronic absence rate a-sust-i3 a-vale-i1 X #N/A 43.4 10 ratio number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.8 4.91 4.81
89 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Valuing of Learning Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3A-ii 2C-i 2.33 2.734545455 2.34 2.744545455 2.84 3.244545455 2.85 3.254545455 3.34 3.744545455 3.35 3.754545455 4.25 4.554545455 4.26 4.564545455 Admin Data Constructed by MCIEA staff TRUE TRUE Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance Student to art teacher ratio Average daily attendance a-sust-i4 a-vale-i2 X #N/A 500 90 ratio number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.8 4.91 4.81
90 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Students TRUE TRUE When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? How much does your teacher encourage you to do your best? s-sust-q1 s-acpr-q1 X Q56 Q22 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
91 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Students TRUE TRUE When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? When you need help learning something, is there an adult at school other than your teacher who can work with you? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? s-sust-q2 s-acpr-q2 Q57 Q23 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
92 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Academic Challenge Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-i 2C-ii 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.85 4.5 4.86 4.51 Teachers Students TRUE TRUE How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? How adequate is your access to the materials you need to effectively teach? How often does your teacher ask you to explain your answers? t-reso-q1 s-acpr-q3 #N/A Q24 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
93 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Academic Challenge Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-i 2C-ii 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.85 4.5 4.86 4.51 Teachers Students TRUE TRUE How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? How adequate is your access to the technology you need to effectively teach? How often does your teacher take time to make sure you understand the material? t-reso-q2 s-acpr-q4 #N/A Q26 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
94 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Academic Challenge Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-i 2C-ii 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.85 4.5 4.86 4.51 Teachers Students TRUE FALSE TRUE How adequate is the support you receive for using technology? My teachers encourage me to do my best. How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? t-reso-q3 s-acpr-es1 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
95 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Academic Challenge Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-i 2C-ii 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.85 4.5 4.86 4.51 Teachers Students TRUE FALSE TRUE How sufficient is the physical space for in-school activities during the pandemic? My teachers ask me to explain my thinking. How sufficient is the physical space for in-school activities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How sufficient is the physical space for school activities? How sufficient is the physical space for school activities? How sufficient is the physical space for school activities? t-reso-q4 s-acpr-es2 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
96 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Physical Space & Materials Academic Challenge Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-i 2C-ii 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.85 4.5 4.86 4.51 Teachers Students TRUE FALSE TRUE How well-maintained are school facilities during the pandemic? My teachers keep helping me until I understand. How well-maintained are school facilities during the pandemic? How well-maintained are school facilities during the pandemic? How well-maintained are school facilities during the pandemic? How well-maintained are school facilities? How well-maintained are school facilities? How well-maintained are school facilities? t-reso-q5 s-acpr-es3 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
97 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Teachers Students TRUE FALSE TRUE Overall, how effective is the support students receive from non-teaching staff? I get help whenever I feel like I can't do it. Overall, how effective is the support students receive from non-teaching staff? Overall, how effective is the support students receive from non-teaching staff? Overall, how effective is the support students receive from non-teaching staff? Overall, how effective is the support students receive from non-teaching staff? Overall, how effective is the support students receive from non-teaching staff? Overall, how effective is the support students receive from non-teaching staff? t-sust-q1 s-acpr-es4 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
98 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Teachers TRUE TRUE How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? How well does your school foster academic challenge for all students? How adequate is the number of non-teaching support staff? Not in the 16-17 Surveys t-sust-q2 t-acch-q1 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
99 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Teachers TRUE TRUE How often are non-teaching support staff available either online or in person for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How effectively does your school challenge students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? Not in the 16-17 Surveys t-sust-q3 t-acch-q2 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
100 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Academic Orientation 3A 2C Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.33 2.707272727 2.34 2.717272727 2.84 3.217272727 2.85 3.227272727 3.34 3.717272727 3.35 3.727272727 4.25 4.527272727 4.26 4.537272727 Content Specialists & Support Staff Academic Challenge Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3A-ii 2C-ii 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51 Teachers TRUE TRUE How often are non-teaching support staff available either online or in person for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available either online or in person for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available either online or in person for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available either online or in person for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available for students who are struggling academically? How effectively does your school challenge students who are thriving academically? How often are non-teaching support staff available for students who are struggling academically? Not in the 16-17 Surveys t-sust-q4 t-acch-q3 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.25 4.5 4.26 4.51
101 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Co-Curricular Activities Physical Space & Materials Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-iii 3A-i 2.98 2.505 2.99 2.515 3.49 3.015 3.5 3.025 3.99 3.515 4 3.675 4.6 4.575 4.61 4.585 Admin Data Census Constructed by MCIEA staff TRUE TRUE Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size Student to co-curricular activities ratio (HS only) Average class size a-cocu-i1 a-reso-i1 X X #N/A 57 20 ratio number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 4.6 4.9 4.61 4.91
102 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Physical Space & Materials Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-ii 3A-i 2.33 2.505 2.34 2.515 2.84 3.015 2.85 3.025 3.34 3.515 3.35 3.675 4.6 4.575 4.61 4.585 Admin Data Teachers MA DESE, 2019-20, state average TRUE TRUE Teacher-student parity index: teachers of color/ students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? Teacher-student parity index: % teachers of color/% students of color How adequate is your access to the materials you need to effectively teach? a-cure-i1 t-reso-q1 #N/A 0.26 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
103 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Physical Space & Materials Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-i 3A-i 2.98 2.505 2.99 2.515 3.49 3.015 3.5 3.025 3.99 3.515 4 3.675 4.6 4.575 4.61 4.585 Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? Percent graduates completing MassCORE (HS only) How adequate is your access to the technology you need to effectively teach? a-curv-i1 t-reso-q2 X #N/A 90 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
104 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Physical Space & Materials Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-i 3A-i 2.98 2.505 2.99 2.515 3.49 3.015 3.5 3.025 3.99 3.515 4 3.675 4.6 4.575 4.61 4.585 Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? Percent juniors and seniors enrolled in one AP (HS only) How adequate is the support you receive for using technology? a-curv-i2 t-reso-q3 X #N/A 30 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
105 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Physical Space & Materials Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-i 3A-i 2.98 2.505 2.99 2.515 3.49 3.015 3.5 3.025 3.99 3.515 4 3.675 4.6 4.575 4.61 4.585 Admin Data Teachers Constructed by MCIEA staff TRUE TRUE Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for in-school activities during the pandemic? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for in-school activities during the pandemic? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for in-school activities during the pandemic? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for in-school activities during the pandemic? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for school activities? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for school activities? Percent AP test takers scoring 3 or higher (HS only) How sufficient is the physical space for school activities? a-curv-i3 t-reso-q4 X #N/A 20 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
106 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Physical Space & Materials Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3B-i 3A-i 2.98 2.505 2.99 2.515 3.49 3.015 3.5 3.025 3.99 3.515 4 3.675 4.6 4.575 4.61 4.585 Admin Data Teachers NCES, 2009 TRUE TRUE Percent students of color completing advanced coursework (HS only) How well-maintained are school facilities during the pandemic? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities during the pandemic? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities during the pandemic? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities during the pandemic? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities? Percent students of color enrolled in advanced coursework (HS only) How well-maintained are school facilities? a-curv-i4 t-reso-q5 X #N/A 36.4 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
107 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Content Specialists & Support Staff Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-i 3A-ii 2.98 2.763333333 2.99 2.773333333 3.49 3.273333333 3.5 3.283333333 3.99 3.773333333 4 3.783333333 4.6 4.683333333 4.61 4.693333333 Admin Data Students TRUE TRUE Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? Student to number of courses ratio (HS only) When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? a-curv-i5 s-sust-q1 X X X #N/A Q56 5 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
108 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Curricular Strength & Variety Content Specialists & Support Staff Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-i 3A-ii 2.98 2.763333333 2.99 2.773333333 3.49 3.273333333 3.5 3.283333333 3.99 3.773333333 4 3.783333333 4.6 4.683333333 4.61 4.693333333 Admin Data Students TRUE TRUE Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Student to number of electives ratio (completely free choice) (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? a-curv-i6 s-sust-q2 X X #N/A Q57 2 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
109 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Students Admin Data American School Counselor Association (2005) TRUE TRUE In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio (HS only) In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio In your classes, how often do you see people like you represented in what you study? Student to guidance counselor ratio Not in the 16-17 Surveys Student to guidance counselor ratio s-cure-q1 a-sust-i1 X Q129 #N/A 250 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.9 4.61 4.91
110 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Students Admin Data American School Counselor Association (2005) TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio In your classes, how often do you see many different kinds of people represented in what you study? Student to mental health counselor ratio Not in the 16-17 Surveys Student to mental health counselor ratio s-cure-q2 a-sust-i2 X Q130 #N/A 250 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.9 4.61 4.91
111 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Students Admin Data NCES, 2007-08 TRUE TRUE How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio How valued do you think all students' home cultures and languages are in the school curriculum? Student to instructional support staff ratio Not in the 16-17 Surveys Student to instructional support staff ratio s-cure-q3 a-sust-i3 X Q131 #N/A 43.4 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.9 4.61 4.91
112 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Students Admin Data Constructed by MCIEA staff TRUE TRUE How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio How valued do you think your home culture and language are in the school curriculum? Student to art teacher ratio Not in the 16-17 Surveys Student to art teacher ratio s-cure-q4 a-sust-i4 X X Q132 #N/A 500 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.9 4.61 4.91
113 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Teachers TRUE TRUE How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? How able are you to integrate material from different cultures into your instruction either online or in person?' Overall, how effective is the support students receive from non-teaching staff? t-cure-q1 t-sust-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.25 4.61 4.26
114 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Teachers TRUE TRUE How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? How often do you integrate culturally diverse content into your teaching? How adequate is the number of non-teaching support staff? t-cure-q2 t-sust-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.25 4.61 4.26
115 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Teachers TRUE TRUE How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available for students with non-academic issues? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often are non-teaching support staff available for students with non-academic issues? t-cure-q3 t-sust-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.25 4.61 4.26
116 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.763333333 2.634166667 2.773333333 2.644166667 3.273333333 3.144166667 3.283333333 3.154166667 3.773333333 3.644166667 3.783333333 3.729166667 4.6 4.629166667 4.61 4.639166667 Cultural Responsiveness Content Specialists & Support Staff Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-ii 3A-ii 2.33 2.763333333 2.34 2.773333333 2.84 3.273333333 2.85 3.283333333 3.34 3.773333333 3.35 3.783333333 4.6 4.683333333 4.61 4.693333333 Teachers TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available either online or in person for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available either online or in person for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available either online or in person for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available either online or in person for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available for students who are struggling academically? How motivated are you to integrate culturally diverse content in your classroom? How often are non-teaching support staff available for students who are struggling academically? t-cure-q4 t-sust-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.25 4.61 4.26
117 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.763333333 2.732380952 2.773333333 2.742380952 3.273333333 3.242380952 3.283333333 3.252380952 3.773333333 3.742380952 3.783333333 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.98 2.887142857 2.99 2.897142857 3.49 3.397142857 3.5 3.407142857 3.99 3.897142857 4 3.907142857 4.6 4.61 Teachers Admin Data Constructed by MCIEA staff TRUE TRUE Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Percent graduates completing MassCORE (HS only) t-curv-q1 a-curv-i1 X #N/A 90 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
118 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.763333333 2.732380952 2.773333333 2.742380952 3.273333333 3.242380952 3.283333333 3.252380952 3.773333333 3.742380952 3.783333333 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.98 2.887142857 2.99 2.897142857 3.49 3.397142857 3.5 3.407142857 3.99 3.897142857 4 3.907142857 4.6 4.61 Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) How coherent is the curriculum that you are expected to teach? Percent juniors and seniors enrolled in one AP (HS only) t-curv-q2 a-curv-i2 X #N/A 30 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
119 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.763333333 2.732380952 2.773333333 2.742380952 3.273333333 3.242380952 3.283333333 3.252380952 3.773333333 3.742380952 3.783333333 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.98 2.887142857 2.99 2.897142857 3.49 3.397142857 3.5 3.407142857 3.99 3.897142857 4 3.907142857 4.6 4.61 Teachers Admin Data Constructed by MCIEA staff TRUE TRUE If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? Percent AP test takers scoring 3 or higher (HS only) t-curv-q3 a-curv-i3 X #N/A 20 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
120 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.763333333 2.732380952 2.773333333 2.742380952 3.273333333 3.242380952 3.283333333 3.252380952 3.773333333 3.742380952 3.783333333 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.98 2.887142857 2.99 2.897142857 3.49 3.397142857 3.5 3.407142857 3.99 3.897142857 4 3.907142857 4.6 4.61 Teachers Admin Data NCES, 2009 TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? Percent students of color completing advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) How well-rounded is the curriculum that you and your colleagues teach? Percent students of color enrolled in advanced coursework (HS only) t-curv-q4 a-curv-i4 X #N/A 36.4 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
121 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.732380952 2.19 2.742380952 2.69 3.242380952 2.7 3.252380952 3.19 3.742380952 3.2 3.752380952 4.4 4.6 4.41 4.61 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.887142857 2.19 2.897142857 2.69 3.397142857 2.7 3.407142857 3.19 3.897142857 3.2 3.907142857 4.4 4.6 4.41 4.61 Teachers Admin Data TRUE TRUE How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) How effectively does this school connect with immigrant families, providing translation when necessary? Student to number of courses ratio (HS only) t-ceng-q1 a-curv-i5 X X #N/A 5 ratio 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.6 4.41 4.61
122 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.732380952 2.19 2.742380952 2.69 3.242380952 2.7 3.252380952 3.19 3.742380952 3.2 3.752380952 4.4 4.6 4.41 4.61 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.887142857 2.19 2.897142857 2.69 3.397142857 2.7 3.407142857 3.19 3.897142857 3.2 3.907142857 4.4 4.6 4.41 4.61 Teachers Admin Data TRUE TRUE How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) How effectively does this school respond to the needs and values of the surrounding community? Student to number of electives ratio (completely free choice) (HS only) t-ceng-q2 a-curv-i6 X X #N/A 2 ratio 2.18 2.98 2.19 2.99 2.69 3.49 2.7 3.5 3.19 3.99 3.2 4 4.4 4.6 4.41 4.61
123 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.732380952 2.19 2.742380952 2.69 3.242380952 2.7 3.252380952 3.19 3.742380952 3.2 3.752380952 4.4 4.6 4.41 4.61 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.887142857 2.19 2.897142857 2.69 3.397142857 2.7 3.407142857 3.19 3.897142857 3.2 3.907142857 4.4 4.6 4.41 4.61 Teachers TRUE TRUE To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? To what extent are all groups of parents represented in the governance of the school? Overall, how rigorous is the curriculum that you are expected to teach? t-ceng-q3 t-curv-q1 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
124 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.732380952 2.19 2.742380952 2.69 3.242380952 2.7 3.252380952 3.19 3.742380952 3.2 3.752380952 4.4 4.6 4.41 4.61 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.887142857 2.19 2.897142857 2.69 3.397142857 2.7 3.407142857 3.19 3.897142857 3.2 3.907142857 4.4 4.6 4.41 4.61 Teachers TRUE TRUE Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? Overall, how effectively does this school connect with the community? How coherent is the curriculum that you are expected to teach? t-ceng-q4 t-curv-q2 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
125 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers TRUE TRUE If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? t-curv-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
126 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? t-curv-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
127 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Students TRUE TRUE In your classes, how often do you see people like you represented in what you study? In your classes, how often do you see people like you represented in what you study? In your classes, how often do you see people like you represented in what you study? In your classes, how often do you see people like you represented in what you study? In your classes, how often do you see people like you represented in what you study? In your classes, how often do you see people like you represented in what you study? Not in the 16-17 Surveys s-cure-q1 Q129 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
128 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Students TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? In your classes, how often do you see many different kinds of people represented in what you study? In your classes, how often do you see many different kinds of people represented in what you study? In your classes, how often do you see many different kinds of people represented in what you study? In your classes, how often do you see many different kinds of people represented in what you study? In your classes, how often do you see many different kinds of people represented in what you study? Not in the 16-17 Surveys s-cure-q2 Q130 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
129 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Students TRUE TRUE How valued do you think all students' home cultures and languages are in the school curriculum? How valued do you think all students' home cultures and languages are in the school curriculum? How valued do you think all students' home cultures and languages are in the school curriculum? How valued do you think all students' home cultures and languages are in the school curriculum? How valued do you think all students' home cultures and languages are in the school curriculum? How valued do you think all students' home cultures and languages are in the school curriculum? Not in the 16-17 Surveys s-cure-q3 Q131 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
130 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Students TRUE TRUE How valued do you think your home culture and language are in the school curriculum? How valued do you think your home culture and language are in the school curriculum? How valued do you think your home culture and language are in the school curriculum? How valued do you think your home culture and language are in the school curriculum? How valued do you think your home culture and language are in the school curriculum? How valued do you think your home culture and language are in the school curriculum? Not in the 16-17 Surveys s-cure-q4 X Q132 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
131 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Admin Data MA DESE, 2019-20, state average TRUE TRUE Teacher-student parity index: teachers of color/ students of color Teacher-student parity index: % teachers of color/% students of color Teacher-student parity index: % teachers of color/% students of color Teacher-student parity index: % teachers of color/% students of color Teacher-student parity index: % teachers of color/% students of color Teacher-student parity index: % teachers of color/% students of color Teacher-student parity index: % teachers of color/% students of color a-cure-i1 #N/A 0.26 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
132 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Teachers TRUE TRUE How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' How able are you to integrate material from different cultures into your instruction either online or in person?' t-cure-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
133 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Teachers TRUE TRUE How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? How often do you integrate culturally diverse content into your teaching? t-cure-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
134 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Teachers TRUE TRUE How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you use teaching strategies to facilitate learning among culturally diverse students? t-cure-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
135 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61 Teachers TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? How motivated are you to integrate culturally diverse content in your classroom? t-cure-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
136 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 3B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.732380952 2.742380952 3.242380952 3.252380952 3.742380952 3.752380952 4.6 4.61 Co-Curricular Activities Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 3B-iii 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61 Admin Data Census TRUE TRUE Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) Student to co-curricular activities ratio (HS only) a-cocu-i1 X X #N/A 57 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
137 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers TRUE TRUE How often do you connect with parents at your school? How often do you connect with parents at your school? How often do you connect with parents at your school? How often do you connect with parents at your school? How often do you connect with parents at your school? How often do you connect with parents at your school? How often do you connect with parents at your school? t-peng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
138 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers TRUE TRUE How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? t-peng-q1 t-peng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
139 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers TRUE TRUE How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? t-peng-q2 t-peng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
140 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers TRUE TRUE How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? t-peng-q3 t-peng-q4 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
141 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Community Involvement & External Partners Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-i 3C-ii 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers TRUE TRUE How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? How often does the average parent help out at your school? How effectively does this school connect with immigrant families, providing translation when necessary? t-peng-q4 t-ceng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
142 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.813333333 2.18 2.823333333 2.19 3.323333333 2.69 3.333333333 2.7 3.823333333 3.19 3.833333333 3.2 4.5 4.4 4.51 4.41 Overall Performance Community Involvement & External Partners Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 4A-i 3C-ii 2.813333333 2.18 2.823333333 2.19 3.323333333 2.69 3.333333333 2.7 3.823333333 3.19 3.833333333 3.2 4.5 4.4 4.51 4.41 Admin Data Teachers Benchmark is the statewide average 9th grade passing rate in the 21-22 school year TRUE TRUE 9th grade passing rate How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? Percent students who fail 1 core course (HS only) How effectively does this school respond to the needs and values of the surrounding community? a-ovpe-i1 t-ceng-q2 X #N/A 75.8 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
143 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.813333333 2.18 2.823333333 2.19 3.323333333 2.69 3.333333333 2.7 3.823333333 3.19 3.833333333 3.2 4.5 4.4 4.51 4.41 Overall Performance Community Involvement & External Partners Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 4A-i 3C-ii 2.813333333 2.18 2.823333333 2.19 3.323333333 2.69 3.333333333 2.7 3.823333333 3.19 3.833333333 3.2 4.5 4.4 4.51 4.41 Admin Data Teachers Constructed by MCIEA staff TRUE FALSE TRUE To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? Percent students who fail 2 core courses (HS only) To what extent are all groups of parents represented in the governance of the school? a-ovpe-i2 t-ceng-q3 X #N/A 1 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
144 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.813333333 2.18 2.823333333 2.19 3.323333333 2.69 3.333333333 2.7 3.823333333 3.19 3.833333333 3.2 4.5 4.4 4.51 4.41 Performance Growth Community Involvement & External Partners Includes an asessment of student progression towards key learning goals. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 4A-ii 3C-ii 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41 No source Teachers TRUE FALSE TRUE Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? Performance Growth Overall, how effectively does this school connect with the community? n/a t-ceng-q4 #N/A n/a 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
145 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.646666667 2.823333333 2.656666667 3.323333333 3.156666667 3.333333333 3.166666667 3.823333333 3.656666667 3.833333333 3.666666667 4.5 4.51 Overall Performance Teacher Perception of Student Learning Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.646666667 2.823333333 2.656666667 3.323333333 3.156666667 3.333333333 3.166666667 3.823333333 3.656666667 3.833333333 3.666666667 4.5 4.51 Teachers Admin Data Benchmark is the statewide average 9th grade passing rate in the 21-22 school year TRUE TRUE Relative to what you know of students this age, how academically able are your students? 9th grade passing rate Relative to what you know of students this age, how academically able are your students? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) t-sach-q1 a-ovpe-i1 X #N/A 75.8 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
146 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Teacher Perception of Student Learning Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Admin Data Constructed by MCIEA staff TRUE FALSE Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) Percent students who fail 2 core courses (HS only) a-ovpe-i2 X #N/A 1 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
147 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Teacher Perception of Student Learning Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Teachers TRUE TRUE Relative to what you know of students this age, how academically able are your students? Relative to what you know of students this age, how academically able are your students? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? Relative to what you know of students this age, how much effort did your students put forth in your class this year? t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
148 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Teacher Perception of Student Learning Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.646666667 2.656666667 3.156666667 3.166666667 3.656666667 3.666666667 4.5 4.51 Teachers TRUE TRUE If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? t-sach-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
149 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.646666667 2.823333333 2.656666667 3.323333333 3.156666667 3.333333333 3.166666667 3.823333333 3.656666667 3.833333333 3.666666667 4.5 4.51 Overall Performance Teacher Perception of Student Learning Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.646666667 2.823333333 2.656666667 3.323333333 3.156666667 3.333333333 3.166666667 3.823333333 3.656666667 3.833333333 3.666666667 4.5 4.51 Teachers TRUE TRUE If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week, how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week, how would she or he rate your students? If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work? If an observer sat in on one of your classes for a week, how would she or he rate your students? t-sach-q2 t-sach-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
150 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.646666667 2.823333333 2.656666667 3.323333333 3.156666667 3.333333333 3.166666667 3.823333333 3.656666667 3.833333333 3.666666667 4.5 4.51 Overall Performance Performance Growth Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. Includes an asessment of student progression towards key learning goals. 4A-i 4A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.51 Teachers No source TRUE TRUE FALSE If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week, how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week, how would she or he rate your students? Performance Growth If an observer sat in on one of your classes for a week, how would she or he rate your students? Performance Growth t-sach-q3 n/a #N/A n/a 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
151 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Engagement In School Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-ii 4B-i 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41 Admin Data Students MA DESE, 2019-20 TRUE TRUE 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? a-degr-i1 s-sten-q1 X #N/A Q27 80 percentage 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
152 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Engagement In School Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-ii 4B-i 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41 Admin Data Students NCES, 2016 TRUE TRUE Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? a-degr-i2 s-sten-q2 X X #N/A Q28 2 percentage 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
153 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Engagement In School Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-ii 4B-i 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41 Admin Data Students MA DESE, 2019-20 TRUE TRUE 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) a-degr-i3 s-sten-q3 X #N/A Q29 85 percentage 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
154 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Degree Completion Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-i 4B-ii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41 Students Admin Data MA DESE, 2019-20 TRUE TRUE How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) How excited are you about going to this class? 4-year on-time graduation rate (HS only) s-sten-q1 a-degr-i1 X Q27 #N/A 80 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
155 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Degree Completion Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-i 4B-ii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41 Students Admin Data NCES, 2016 TRUE TRUE Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade Overall, how interested are you in this class? Percent students retained in a grade s-sten-q2 a-degr-i2 X X Q28 #N/A 2 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
156 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Degree Completion Draws on anonymous student reports about their level of focus, participation, and interest in class. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-i 4B-ii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41 Students Admin Data MA DESE, 2019-20 TRUE TRUE How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you get so focused on class activities that you lose track of time? 5-year graduation rate (HS only) How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) 5-year graduation rate (HS only) s-sten-q3 a-degr-i3 X Q29 #N/A 85 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Skills Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 No source n/a #N/A n/a n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers TRUE TRUE How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? How often do students at your school come up with their own interpretations of material? t-psol-q1 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
157 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers TRUE TRUE How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? How often do students apply ideas they have learned to new situations? How often do students at your school come up with their own interpretations of material? t-psol-q2 t-psol-q1 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
158 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers TRUE TRUE How often do students collaborate in class to solve complex problems either online or in person? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems either online or in person? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems either online or in person? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems either online or in person? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems? How often do students apply ideas they have learned to new situations? How often do students collaborate in class to solve complex problems? How often do students apply ideas they have learned to new situations? t-psol-q3 t-psol-q2 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
159 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness Critical Thinking 4D 4C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 College & Career Placement Problem Solving Emphasis Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4D-i 4C-i 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41 Admin Data Teachers NCES, 2016 TRUE TRUE Placement in college or career (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? a-cgpr-i1 t-psol-q3 X #N/A 65.6 percentage 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
160 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness Critical Thinking 4D 4C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Career Preparation Problem Solving Skills Tracks student access to career technical education courses. Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4D-ii 4C-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data No source Constructed by MCIEA staff TRUE FALSE Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) a-cppm-i1 n/a X #N/A 85 n/a percentage n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
161 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 College & Career Placement Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 4D-i 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data NCES, 2016 TRUE TRUE Placement in college or career (HS only) College enrollment rate (HS only) College enrollment rate (HS only) College enrollment rate (HS only) College enrollment rate (HS only) College enrollment rate (HS only) College enrollment rate (HS only) a-cgpr-i1 X #N/A 65.6 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
162 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Career Preparation Tracks student access to career technical education courses. 4D-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data Constructed by MCIEA staff TRUE FALSE Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) a-cppm-i1 X #N/A 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
163 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Career Preparation Tracks student access to career technical education courses. 4D-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data TRUE TRUE Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) Student to career-technical education courses (HS only) a-cppm-i2 X X #N/A 5 ratio 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
164 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Appreciation For Diversity Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-ii 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How often do you try to think of more than one explanation for why someone else acted as they did? s-civp-q1 s-sper-q1 Q30 Q59 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
165 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Appreciation For Diversity Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-ii 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? How important is it to you to get involved in improving your community? Overall, how often do you try to understand the point of view of other people? s-civp-q2 s-sper-q2 Q31 Q60 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
166 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? s-sper-q3 Q61 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
167 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Appreciation For Diversity Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-ii 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? How important is it to you to actively challenge inequalities in society? In general, how often do you try to understand how other people see things? s-civp-q3 s-sper-q4 X Q32 Q62 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
168 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How important is it to you to take action when something in society needs changing? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? s-civp-q4 s-civp-q1 X Q33 Q30 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
169 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Civic Participation Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-i 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? How often do you try to think of more than one explanation for why someone else acted as they did? How important is it to you to get involved in improving your community? s-sper-q1 s-civp-q2 Q59 Q31 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? Overall, how often do you try to understand the point of view of other people? s-sper-q2 Q60 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? How often do you try to figure out what motivates others to behave as they do? s-sper-q3 Q61 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students TRUE TRUE In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? In general, how often do you try to understand how other people see things? s-sper-q4 X Q62 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? If you face a problem while working towards an important goal, how well can you keep working? s-grit-q1 X Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
170 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41 Perseverance & Determination Civic Participation Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-i 5A-ii 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41 Students TRUE TRUE How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? How important is it to you to finish things you start? How important is it to you to actively challenge inequalities in society? s-grit-q2 s-civp-q3 Q64 Q32 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
171 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41 Perseverance & Determination Civic Participation Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-i 5A-ii 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41 Students TRUE TRUE How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? How confident are you that you can remain focused on what you are doing, even when there are distractions? How important is it to you to take action when something in society needs changing? s-grit-q3 s-civp-q4 X Q65 Q33 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
172 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? If you fail to reach an important goal, how likely are you to try again? If you face a problem while working towards an important goal, how well can you keep working? s-grit-q4 s-grit-q1 X Q66 Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
173 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Perseverance & Determination Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How much do you think you can change your own intelligence? How important is it to you to finish things you start? How much do you think you can change your own intelligence? How important is it to you to finish things you start? How much do you think you can change your own intelligence? How important is it to you to finish things you start? How much do you think you can change your own intelligence? How important is it to you to finish things you start? How much do you think you can change your own intelligence? How important is it to you to finish things you start? How much do you think you can change your own intelligence? How important is it to you to finish things you start? Not in the 16-17 Surveys How important is it to you to finish things you start? s-grmi-q1 s-grit-q2 Q34 Q64 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
174 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? How confident are you that you can remain focused on what you are doing, even when there are distractions? s-grit-q3 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
175 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? If you fail to reach an important goal, how likely are you to try again? s-grit-q4 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
176 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How much do you think that struggling as a writer is something someone can change? How much do you think that struggling as a writer is something someone can change? How much do you think that struggling as a writer is something someone can change? How much do you think that struggling as a writer is something someone can change? How much do you think that struggling as a writer is something someone can change? How much do you think that struggling as a writer is something someone can change? Not in the 16-17 Surveys s-grmi-q3 Q127 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
177 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How much do you think you can change your own intelligence? How much do you think you can change your own intelligence? How much do you think you can change your own intelligence? How much do you think you can change your own intelligence? How much do you think you can change your own intelligence? How much do you think you can change your own intelligence? Not in the 16-17 Surveys s-grmi-q1 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
178 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How much do you think that being bad at math is something someone can change? How much do you think that being bad at math is something someone can change? How much do you think that being bad at math is something someone can change? How much do you think that being bad at math is something someone can change? How much do you think that being bad at math is something someone can change? How much do you think that being bad at math is something someone can change? Not in the 16-17 Surveys s-grmi-q2 X Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
179 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How much do you think that struggling as a writer is something someone can change? How much do you think that intelligence is something that can be changed? How much do you think that struggling as a writer is something someone can change? How much do you think that intelligence is something that can be changed? How much do you think that struggling as a writer is something someone can change? How much do you think that intelligence is something that can be changed? How much do you think that struggling as a writer is something someone can change? How much do you think that intelligence is something that can be changed? How much do you think that struggling as a writer is something someone can change? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) How much do you think that struggling as a writer is something someone can change? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE) Not in the 16-17 Surveys s-grmi-q3 s-grmi-q4 Q127 Q36 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
180 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Creative & Performing Arts 5B 5C Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Growth Mindset Participation In Creative & Performing Arts Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5B-ii 5C-i 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.31 Students TRUE TRUE How much do you think that intelligence is something that can be changed? In a typical week, how much time do you spend in creative arts instruction or activities? How much do you think that intelligence is something that can be changed? In a typical week, how much time do you spend in creative arts instruction or activities? How much do you think that intelligence is something that can be changed? In a typical week, how much time do you spend in creative arts instruction or activities? How much do you think that intelligence is something that can be changed? In a typical week, how much time do you spend in creative arts instruction or activities? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) In a typical week, how much time do you spend in creative arts instruction or activities? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE) In a typical week, how much time do you spend in creative arts instruction or activities? Not in the 16-17 Surveys In a typical week, how much time do you spend in creative arts instruction or activities? s-grmi-q4 s-expa-q1 X Q36 Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
181 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.31 Admin Data TRUE TRUE Percent of students enrolled in at least 1 arts course Hours of arts instruction per student per week Hours of arts instruction per student per week Hours of arts instruction per student per week Hours of arts instruction per student per week Hours of arts instruction per student per week Hours of arts instruction per student per week a-picp-i1 #N/A 77.5 (statewide average in the 22-23 school year) number 2.98 2.99 3.49 3.5 3.99 4 4.3 4.31
182 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.3 4.31 Teachers TRUE TRUE In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? t-expa-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
183 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Valuing Creative & Performing Arts Participation In Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-ii 5C-i 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.31 Students Teachers TRUE TRUE How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? s-appa-q1 t-expa-q3 X Q37 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
184 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE If your friends or family wanted to go to hear people play music, how interested would you be in going? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? If your friends or family wanted to go to hear people play music, how interested would you be in going? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? If your friends or family wanted to go to hear people play music, how interested would you be in going? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? If your friends or family wanted to go to hear people play music, how interested would you be in going? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to an art museum, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to an art museum, how interested would you be in going? If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE) If your friends or family wanted to go to an art museum, how interested would you be in going? s-appa-q2 s-appa-q1 X Q38 Q37 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? If your friends or family wanted to go to a play, how interested would you be in going? If your friends or family wanted to go to a play, how interested would you be in going? If your friends or family wanted to go to a play, how interested would you be in going? s-appa-q3 Q39 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
185 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Participation In Creative & Performing Arts Valuing Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about their interest in creative or performing arts. 5C-i 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE) s-expa-q1 s-appa-q2 X Q68 Q38 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
186 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.23 2.355 2.24 2.365 2.74 2.865 2.75 2.875 3.24 3.365 3.25 3.375 4.3 4.31 Participation In Creative & Performing Arts Valuing Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about their interest in creative or performing arts. 5C-i 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers Students TRUE TRUE In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to a play, how interested would you be in going? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to a play, how interested would you be in going? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to a play, how interested would you be in going? t-expa-q2 s-appa-q3 #N/A Q39 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
187 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Participation In Creative & Performing Arts Social & Emotional Health Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5C-i 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers Students TRUE TRUE In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? On a typical day in school, how stressed do you feel about your schoolwork? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? On a typical day in school, how stressed do you feel about your schoolwork? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? On a typical day in school, how stressed do you feel about your schoolwork? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? On a typical day in school, how stressed do you feel about your schoolwork? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? On a typical day in school, how stressed do you feel about your schoolwork? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much does your school work make you feel stressed? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Not in the 16-17 Surveys t-expa-q3 s-acst-q1 X #N/A Q135 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
188 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Physical Health Social & Emotional Health Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-ii 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Admin Data Students Constructed by MCIEA staff TRUE TRUE Medical staff to student ratio (schoolwide) When you take a test, how much do you worry about doing well? Medical staff to student ratio When you take a test, how much do you worry about doing well? Medical staff to student ratio When you take a test, how much do you worry about doing well? Medical staff to student ratio When you take a test, how much do you worry about doing well? Medical staff to student ratio When you take a test, how much do you worry about doing well? Medical staff to student ratio When you take a test, how nervous do you feel about doing well? Medical staff to student ratio Not in the 16-17 Surveys a-phya-i1 s-acst-q2 X X #N/A Q136 750 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.3 4.31
189 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE On a typical day in school, how stressed do you feel about your schoolwork? Typically, how anxious do you feel about your grades? On a typical day in school, how stressed do you feel about your schoolwork? Typically, how anxious do you feel about your grades? On a typical day in school, how stressed do you feel about your schoolwork? Typically, how anxious do you feel about your grades? On a typical day in school, how stressed do you feel about your schoolwork? Typically, how anxious do you feel about your grades? On a typical day in school, how stressed do you feel about your schoolwork? How much do you think that your grades and test scores will determine your future? How much does your school work make you feel stressed? How much do you think that your grades and test scores will determine your future? Not in the 16-17 Surveys s-acst-q1 s-acst-q3 X Q135 Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
190 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE When you take a test, how much do you worry about doing well? On a regular day at school, how often do you feel relaxed? When you take a test, how much do you worry about doing well? On a regular day at school, how often do you feel relaxed? When you take a test, how much do you worry about doing well? On a regular day at school, how often do you feel relaxed? When you take a test, how much do you worry about doing well? On a regular day at school, how often do you feel relaxed? When you take a test, how much do you worry about doing well? On a regular day at school, how often do you feel relaxed? When you take a test, how nervous do you feel about doing well? On a regular day at school, how often do you feel relaxed? Not in the 16-17 Surveys On a regular day at school, how often do you feel relaxed? s-acst-q2 s-poaf-q1 X X Q136 Q69 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
191 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE Typically, how anxious do you feel about your grades? How often are you enthusiastic at school? Typically, how anxious do you feel about your grades? How often are you enthusiastic at school? Typically, how anxious do you feel about your grades? How often are you enthusiastic at school? Typically, how anxious do you feel about your grades? How often are you enthusiastic at school? How much do you think that your grades and test scores will determine your future? How often are you enthusiastic at school? How much do you think that your grades and test scores will determine your future? How often are you enthusiastic at school? Not in the 16-17 Surveys How often are you enthusiastic at school? s-acst-q3 s-poaf-q2 X Q137 Q70 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
192 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? On a regular day at school, how often do you feel relaxed? On a normal day in school, how confident do you feel? s-poaf-q1 s-poaf-q3 X Q69 Q71 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
193 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students TRUE TRUE How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? How often are you enthusiastic at school? On a normal day in school, how much are you able to concentrate? s-poaf-q2 s-poaf-q4 Q70 Q72 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
194 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Physical Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-i 5D-ii 2.23 2.605 2.24 2.615 2.74 3.115 2.75 3.125 3.24 3.615 3.25 3.625 4.3 4.31 Students Admin Data Constructed by MCIEA staff TRUE TRUE On a normal day in school, how confident do you feel? Medical staff to student ratio (schoolwide) On a normal day in school, how confident do you feel? Medical staff to student ratio On a normal day in school, how confident do you feel? Medical staff to student ratio On a normal day in school, how confident do you feel? Medical staff to student ratio On a normal day in school, how confident do you feel? Medical staff to student ratio On a normal day in school, how confident do you feel? Medical staff to student ratio On a normal day in school, how confident do you feel? Medical staff to student ratio s-poaf-q3 a-phya-i1 X X Q71 #N/A 750 ratio 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.3 4.31
195 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Social & Emotional Health Physical Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-i 5D-ii 2.23 2.605 2.24 2.615 2.74 3.115 2.75 3.125 3.24 3.615 3.25 3.625 4.3 4.31 Students Teachers TRUE TRUE On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? On a normal day in school, how much are you able to concentrate? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? s-poaf-q4 t-phya-q2 Q72 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
196 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.23 2.4175 2.24 2.4275 2.74 2.9275 2.75 2.9375 3.24 3.4275 3.25 3.4375 4.3 4.31 Physical Health Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-ii 2.23 2.605 2.24 2.615 2.74 3.115 2.75 3.125 3.24 3.615 3.25 3.625 4.3 4.31 Teachers TRUE TRUE In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? t-phya-q2 t-phya-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
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49
spec/presenters/data_item_presenters/student_survey_presenter.rb
Unescape View File

@ -0,0 +1,49 @@
require 'rails_helper'
describe StudentSurveyPresenter do
let(:school) { nil }
let(:academic_year) { nil }
let(:measure_1A_i) { create(:measure, measure_id: '1A-i') }
let(:scale_1) { create(:student_scale, measure: measure_1A_i) }
let(:survey_item_1) do
create(:student_survey_item, survey_item_id: 's-sbel-q1', scale: scale_1,
prompt: 'I am happy when I am in class.')
end
let(:survey_item_2) do
create(:student_survey_item, survey_item_id: 's-sbel-q2', scale: scale_1,
prompt: 'My teacher gives me help when I need it.')
end
let(:survey_item_3) do
create(:student_survey_item, survey_item_id: 's-sbel-es1', scale: scale_1,
prompt: 'This prompt should not show up')
end
let(:measure_1B_i) { create(:measure, measure_id: '1B-i') }
before do
scale_1
survey_item_1
survey_item_2
survey_item_3
end
describe '#descriptions_and_availability' do
context 'When there is a survey item with a blank prompt' do
it 'returns a list containing the survey item properties excluding survey items with blank prompts' do
result = StudentSurveyPresenter.new(
measure_id: measure_1A_i.measure_id,
survey_items: measure_1A_i.student_survey_items,
has_sufficient_data: true,
school:,
academic_year:
).descriptions_and_availability
expect(
result
).to eq [
DataAvailability.new('s-sbel-q1',
'I am happy when I am in class.', true),
DataAvailability.new('s-sbel-q2',
'My teacher gives me help when I need it.', true)
]
end
end
end
end

5
spec/system/journey_spec.rb
Unescape View File

@ -148,7 +148,10 @@ private
def district_admin_sees_professional_qualifications def district_admin_sees_professional_qualifications
expect(page).to have_text('Professional Qualifications') expect(page).to have_text('Professional Qualifications')
expect(page).to have_css("[data-for-measure-id='1A-i'][width='2.99%'][x='60%']") expect(page).to have_css("[data-for-measure-id='1A-i']")
# TODO: cutpoints in source of truth have changed so the cutpoints have moved and '2.99%' is no longer a valid value for this cutpoint.
# expect(page).to have_css("[data-for-measure-id='1A-i'][width='2.99%'][x='60%']")
end end
def district_admin_sees_student_physical_safety def district_admin_sees_student_physical_safety

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