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sqm-dashboards
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Update framework. Remove/Add admin data items. Finishes #182819940

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pull/1/head
rebuilt 3 years ago
parent 409503507c
commit 1e349519bc
4 changed files with 395 additions and 355 deletions
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12
app/lib/seeder.rb
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@ -79,6 +79,7 @@ class Seeder
end
def seed_sqm_framework(csv_file)
admin_data_item_ids = []
CSV.parse(File.read(csv_file), headers: true) do |row|
category_id = row['Category ID'].strip
category = Category.find_or_create_by!(category_id:)
@ -123,20 +124,25 @@ class Seeder
survey_item.approval_low_benchmark = approval_low if approval_low
survey_item.ideal_low_benchmark = ideal_low if ideal_low
survey_item.on_short_form = marked? on_short_form
survey_item.update! prompt: row['Question/item (20-21)'].strip
survey_item.update! prompt: row['Question/item (22-23)'].strip
end
if row['Source'] == 'Admin Data'
if row['Source'] == 'Admin Data' && row['Active admin & survey items'] == 'TRUE'
binding.break if row['Question/item (22-23)'].nil?
admin_data_item = AdminDataItem.where(admin_data_item_id: data_item_id, scale:).first_or_create
admin_data_item.watch_low_benchmark = watch_low if watch_low
admin_data_item.growth_low_benchmark = growth_low if growth_low
admin_data_item.approval_low_benchmark = approval_low if approval_low
admin_data_item.ideal_low_benchmark = ideal_low if ideal_low
admin_data_item.description = row['Question/item (20-21)'].strip
admin_data_item.description = row['Question/item (22-23)'].strip
admin_data_item.hs_only_item = marked? row['HS only admin item?']
admin_data_item.save!
admin_data_item_ids << admin_data_item.id
end
end
AdminDataValue.where.not(admin_data_item_id: admin_data_item_ids).delete_all
AdminDataItem.where.not(id: admin_data_item_ids).delete_all
end
def seed_demographics(csv_file)

352
data/sqm_framework.csv
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@ -1,173 +1,179 @@
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?,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
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,Tracks the percentage of students enrolling in college 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,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,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,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,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),a-cppm-i2,,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"MA DESE, 2019-20, state average",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,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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),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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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),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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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),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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",TRUE,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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,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),a-curv-i5,,X,,#N/A,,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,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),a-curv-i6,,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,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,,,,#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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"NCES, 2015-16",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,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,Center for Education Data and Research,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,a-exp-i3,,,,,95,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",TRUE,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,2,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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,TRUE,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,TRUE,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Ed Week,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,a-pcom-i2,,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,Constructed by MCIEA staff,TRUE,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,,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,NCES,TRUE,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,,,,#N/A,5.27,ratio,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,Only captured to calculate the ratio,TRUE,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,only captured to calculate the chronic absence ratio,TRUE,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,,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,TRUE,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,,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,Constructed by MCIEA staff,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,,,,#N/A,20,number,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),TRUE,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,,,,#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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),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,a-sust-i2,,,,#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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,"NCES, 2007-08",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,a-sust-i3,,,,#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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,Constructed by MCIEA staff,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,a-sust-i4,,,,#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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,"MA DESE, 2019-20",TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,,,,#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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,Constructed by MCIEA staff,TRUE,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,,,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.",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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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
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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,"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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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.",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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,"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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,"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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,"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.",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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,"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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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?",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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?",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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?,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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?,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,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
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Students,,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?",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.",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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,"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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,"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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,"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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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?,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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 good at math is something you can change? (NOT USED IN THE SCORE),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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,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),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),s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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?,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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?,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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 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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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?,s-phys-q4,X,,X,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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
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,"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,"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,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,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,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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,"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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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,"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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,"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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,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?",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,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?",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.",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,"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-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,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-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,"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-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,"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-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,"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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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?",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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?,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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?,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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?,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,"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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,"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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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?',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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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?,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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?,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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?,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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?",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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?,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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?",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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?",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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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?",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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?",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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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?",t-pcom-q5,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,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?",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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,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?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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?,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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?,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,"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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school 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,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
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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,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
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,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,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,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,"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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,"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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,"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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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 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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,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 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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,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?",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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,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, 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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?",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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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 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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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 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
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
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,Tracks the percentage of students enrolling in college 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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color compleing 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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",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,2,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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,,TRUE,TRUE,Percent teachers of color,,,,,,,a-pcom-i3,,,,#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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,ratio,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,TRUE,TRUE,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,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,2,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,,,#N/A,20,number,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,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,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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
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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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,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 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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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-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-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-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-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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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
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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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
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 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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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

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 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 College-Going & Persistence Tracks the percentage of students enrolling in college 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
3 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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
4 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Career Preparation & Placement Tracks student access to career technical education courses and rates of positive career placement after graduation. 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
5 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Career Preparation & Placement Tracks student access to career technical education courses and rates of positive career placement after graduation. 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
6 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 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
7 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
8 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
9 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
10 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Admin Data NCES, 2009 TRUE TRUE Percent students of color compleing 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
11 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
12 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
13 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 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
14 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 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
15 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 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
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 4.45 4.46 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
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 4.45 4.46 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
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 4.45 4.46 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
19 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. 2.48 2.49 2.99 3 3.49 3.5 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 Admin Data NCES, 2016 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 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
20 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. 2.48 2.49 2.99 3 3.49 3.5 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 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
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 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
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Admin Data Ed Week TRUE TRUE Percent teachers of color 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 a-pcom-i3 #N/A 28 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.71
23 Community & Wellbeing Teachers & Leadership 5 1 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 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. Health Teachers & The Teaching Environment 5D 1A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 Physical Health Professional Community 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 teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 5D-ii 1A-iii 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.566666667 4.26 4.576666667 Admin Data Constructed by MCIEA staff Ed Week TRUE TRUE Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent a-phya-i1 a-pcom-i2 X #N/A 750 28 ratio percentage 2.98 2.99 3.49 3.5 3.99 4 4.3 4.7 4.31 4.71
24 School Culture Community & Wellbeing 2 5 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 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 degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Safety Health 2A 5D 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. 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 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.3 4.433333333 4.31 4.443333333 Student Physical Safety Physical Health 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 teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 2A-i 5D-ii 2.5675 2.33 2.5775 2.34 3.0775 2.84 3.0875 2.85 3.5775 3.34 3.5875 3.35 4.45 4.25 4.46 4.26 Admin Data NCES Constructed by MCIEA staff TRUE TRUE Medical staff to student ratio (schoolwide) Student to suspensions ratio Medical staff to student ratio Student to suspensions ratio Medical staff to student ratio Student to suspensions ratio Medical staff to student ratio Student to suspensions ratio Medical staff to student ratio Student to suspensions ratio Medical staff to student ratio Student to suspensions ratio Medical staff to student ratio a-phys-i1 a-phya-i1 X #N/A 5.27 750 ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.3 4.71 4.31
25 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Admin Data Only captured to calculate the ratio NCES TRUE TRUE Percent of students suspended Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio a-phys-i2 a-phys-i1 X #N/A n/a 5.27 number ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Admin Data only captured to calculate the chronic absence ratio Only captured to calculate the ratio TRUE FALSE Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions a-phys-i3 a-phys-i2 #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
27 Community & Wellbeing School Culture 5 2 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Participation In Creative & Performing Arts Student Physical Safety 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 degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 5C-i 2A-i 2.48 2.5675 2.49 2.5775 2.99 3.0775 3 3.0875 3.49 3.5775 3.5 3.5875 4.5 4.45 4.51 4.46 Admin Data only captured to calculate the chronic absence ratio TRUE TRUE Percent of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days a-picp-i1 a-phys-i3 X #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.3 4.7 4.31 4.71
28 Resources Community & Wellbeing 3 5 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 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Facilities & Personnel Creative & Performing Arts 3A 5C 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 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 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Physical Space & Materials Participation In Creative & Performing Arts 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 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. 3A-i 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 4.5 4.31 4.51 Admin Data Constructed by MCIEA staff TRUE TRUE Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week a-reso-i1 a-picp-i1 #N/A 20 2 number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.3 4.91 4.31
29 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff Physical Space & Materials 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 teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-ii 3A-i 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Admin Data American School Counselor Association (2005) Constructed by MCIEA staff TRUE TRUE Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size a-sust-i1 a-reso-i1 #N/A 250 20 ratio number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
30 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data American School Counselor Association (2005) TRUE TRUE Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio a-sust-i2 a-sust-i1 X #N/A 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
31 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data NCES, 2007-08 American School Counselor Association (2005) TRUE TRUE Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio a-sust-i3 a-sust-i2 X #N/A 43.4 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
32 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data Constructed by MCIEA staff NCES, 2007-08 TRUE TRUE Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio a-sust-i4 a-sust-i3 X #N/A 500 43.4 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
33 School Culture Resources 2 3 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. 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. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.5 4.41 4.51 Valuing of Learning Content Specialists & Support Staff 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 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. 2C-i 3A-ii 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.7 4.433333333 4.71 4.443333333 Admin Data MA DESE, 2019-20 Constructed by MCIEA staff TRUE TRUE Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate Student to art teacher ratio a-vale-i1 a-sust-i4 X #N/A 10 500 number ratio 2.98 2.99 3.49 3.5 3.99 4 4.8 4.9 4.81 4.91
34 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Admin Data Constructed by MCIEA staff MA DESE, 2019-20 TRUE TRUE Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate a-vale-i2 a-vale-i1 X #N/A 90 10 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
35 Academic Learning School Culture 4 2 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 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the degree to which the school environment is safe, caring, and academically-oriented. Performance Academic Orientation 4A 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41 Performance Growth Valuing of Learning Includes an asessment of student progression towards key learning goals. 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. 4A-ii 2C-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.5 4.7 4.51 4.71 No source Admin Data Constructed by MCIEA staff TRUE TRUE Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance n/a a-vale-i2 #N/A 90 n/a number 2.98 2.99 3.49 3.5 3.99 4 4.5 4.8 4.51 4.81
36 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 Performance 4C 4A 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. 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. 2.18 2.48 2.19 2.49 2.69 2.99 2.7 3 3.19 3.49 3.2 3.5 4.4 4.5 4.41 4.51 Problem Solving Skills Performance Growth 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. Includes an asessment of student progression towards key learning goals. 4C-ii 4A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.5 4.41 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 n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.5 4.41 4.51
37 School Culture Academic Learning 2 4 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 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 degree to which the school environment is safe, caring, and academically-oriented. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Academic Orientation Critical Thinking 2C 4C 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 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 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41 Academic Challenge Problem Solving Skills 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 teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 2C-ii 4C-ii 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.4 4.51 4.41 Students No source 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? s-acpr-q1 n/a X Q22 #N/A n/a n/a 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.4 4.51 4.41
38 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? s-acpr-q2 s-acpr-q1 X Q23 Q22 2.68 2.69 3.19 3.2 3.69 3.7 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. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? s-acpr-q3 s-acpr-q2 Q24 Q23 2.68 2.69 3.19 3.2 3.69 3.7 4.5 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. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? s-acpr-q4 s-acpr-q3 Q26 Q24 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
41 Community & Wellbeing School Culture 5 2 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 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. 2.396666667 2.98 2.406666667 2.99 2.906666667 3.49 2.916666667 3.5 3.406666667 3.99 3.416666667 4 4.433333333 4.4 4.443333333 4.41 Social & Emotional Health Academic Challenge 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 student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51 Students TRUE TRUE How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? How often does your teacher take time to make sure you understand the material? How much does your school work make you feel stressed? How often does your teacher take time to make sure you understand the material? Not in the 16-17 Surveys How often does your teacher take time to make sure you understand the material? s-acst-q1 s-acpr-q4 X Q135 Q26 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
42 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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? When you take a test, how much do you worry about doing well? On a typical day in school, how stressed do you feel about your schoolwork? When you take a test, how much do you worry about doing well? On a typical day in school, how stressed do you feel about your schoolwork? When you take a test, how much do you worry about doing well? On a typical day in school, how stressed do you feel about your schoolwork? When you take a test, how much do you worry about doing well? On a typical day in school, how stressed do you feel about your schoolwork? When you take a test, how nervous do you feel about doing well? How much does your school work make you feel stressed? Not in the 16-17 Surveys s-acst-q2 s-acst-q1 X X Q136 Q135 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
43 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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? Typically, how anxious do you feel about your grades? When you take a test, how much do you worry about doing well? Typically, how anxious do you feel about your grades? When you take a test, how much do you worry about doing well? Typically, how anxious do you feel about your grades? When you take a test, how much do you worry about doing well? How much do you think that your grades and test scores will determine your future? When you take a test, how much do you worry about doing well? How much do you think that your grades and test scores will determine your future? When you take a test, how nervous do you feel about doing well? Not in the 16-17 Surveys s-acst-q3 s-acst-q2 X X Q137 Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
44 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. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.5 4.433333333 4.51 4.443333333 Valuing Creative & Performing Arts Social & Emotional Health Draws on anonymous student reports about their interest in creative or performing arts. 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-ii 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 interested are you in visual art—street murals, museum paintings, sculptures, etc.? Typically, how anxious do you feel about your grades? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Typically, how anxious do you feel about your grades? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Typically, how anxious do you feel about your grades? If your friends or family wanted to go to an art museum, how interested would you be in going? How much do you think that your grades and test scores will determine your future? If your friends or family wanted to go to an art museum, how interested would you be in going? How much do you think that your grades and test scores will determine your future? If your friends or family wanted to go to an art museum, how interested would you be in going? Not in the 16-17 Surveys s-appa-q1 s-acst-q3 X X Q37 Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
45 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 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.? 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
46 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 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 performance art—dance performances, plays in the park, going to the theater, 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 performance art—dance performances, plays in the park, going to the theater, 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 performance art—dance performances, plays in the park, going to the theater, 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 a play, 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 a play, 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 a play, 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-q3 s-appa-q2 Q39 Q38 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
47 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 Creative & Performing Arts 5A 5C 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. 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. 2.73 2.48 2.74 2.49 3.24 2.99 3.25 3 3.74 3.49 3.75 3.5 4.475 4.5 4.485 4.51 Civic Participation Valuing Creative & Performing Arts Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student reports about their interest in creative or performing arts. 5A-ii 5C-ii 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31 Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? If your friends or family wanted to go to a play, how interested would you be in going? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? If your friends or family wanted to go to a play, how interested would you be in going? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? If your friends or family wanted to go to a play, how interested would you be in going? s-civp-q1 s-appa-q3 Q30 Q39 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
48 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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 important is it to you to get involved in improving your community? 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 get involved in improving your community? 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 get involved in improving your community? 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 get involved in improving your community? 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 get involved in improving your community? 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 get involved in improving your community? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? s-civp-q2 s-civp-q1 Q31 Q30 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
49 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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 actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? s-civp-q3 s-civp-q2 Q32 Q31 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
50 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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 take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? s-civp-q4 s-civp-q3 X Q33 Q32 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
51 Resources Community & Wellbeing 3 5 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 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Learning Resources Civic Engagement 3B 5A 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 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. 2.518888889 2.73 2.528888889 2.74 3.028888889 3.24 3.038888889 3.25 3.528888889 3.74 3.538888889 3.75 4.477777778 4.475 4.487777778 4.485 Cultural Responsiveness Civic Participation 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 reports about their commitment to social awareness and community improvement. 3B-ii 5A-ii 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.4 4.51 4.41 Students TRUE TRUE How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? Not in the 16-17 Surveys How important is it to you to take action when something in society needs changing? s-cure-q1 s-civp-q4 X Q129 Q33 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.6 4.4 4.61 4.41
52 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 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 many different kinds of people 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 many different kinds of people 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 many different kinds of people 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 many different kinds of people 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 many different kinds of people 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-q2 s-cure-q1 Q130 Q129 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
53 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Students TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? 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-q3 s-cure-q2 Q131 Q130 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
54 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Students TRUE TRUE How valued do you think all students' home cultures and languages 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 all students' home cultures and languages 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 all students' home cultures and languages 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 all students' home cultures and languages 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 all students' home cultures and languages 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 all students' home cultures and languages are in the school curriculum? Not in the 16-17 Surveys s-cure-q4 s-cure-q3 X Q132 Q131 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
55 School Culture Resources 2 3 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. 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. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Safety Learning Resources 2A 3B 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. 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. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.3 4.477777778 4.31 4.487777778 Student Emotional Safety Cultural Responsiveness Draws on anonymous student and teacher reports about the nature of student relationships with each other. 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. 2A-ii 3B-ii 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51 Students TRUE TRUE How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How worried are you that you will be bullied because of who you are? Not in the 16-17 Surveys s-emsa-q1 s-cure-q4 X X Q7 Q132 2.78 2.33 2.79 2.34 3.29 2.84 3.3 2.85 3.79 3.34 3.8 3.35 4.5 4.6 4.51 4.61
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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 at this school unkind to each other online? How often are students unkind to each other at this school? How often are students at this school unkind to each other online? How often are students unkind to each other at this school? How often are students at this school unkind to each other online? How often are students unkind to each other at this school? How often are students at this school unkind to each other online? How often are students unkind to each other at this school? How often are students at this school unkind to each other online? How often are students unkind to each other at this school? How often do you think students at your school are bullied online? How worried are you that you will be bullied because of who you are? s-emsa-q2 s-emsa-q1 X X Q8 Q7 2.78 2.79 3.29 3.3 3.79 3.8 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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 much bullying occurs at this school? How often are students at this school unkind to each other online? How much bullying occurs at this school? How often are students at this school unkind to each other online? How much bullying occurs at this school? How often are students at this school unkind to each other online? How much bullying occurs at this school? How often are students at this school unkind to each other online? How much bullying occurs at this school? How often are students at this school unkind to each other online? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) How often do you think students at your school are bullied online? s-emsa-q3 s-emsa-q2 X Q9 Q8 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
58 Community & Wellbeing School Culture 5 2 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Creative & Performing Arts Safety 5C 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Participation In Creative & Performing Arts Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 5C-i 2A-ii 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51 Students TRUE TRUE How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) s-expa-q1 s-emsa-q3 X X Q68 Q9 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
59 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 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Perseverance & Determination Participation In Creative & Performing Arts 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 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-i 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 4.5 4.31 4.51 Students TRUE TRUE In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? s-grit-q1 s-expa-q1 X Q63 Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
60 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 4.5 4.51 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? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? s-grit-q2 s-grit-q1 X Q64 Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
61 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 4.5 4.51 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 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 finish things you start? 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 finish things you start? 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 finish things you start? 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 finish things you start? 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 finish things you start? 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 finish things you start? s-grit-q3 s-grit-q2 Q65 Q64 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
62 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 4.5 4.51 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? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? s-grit-q4 s-grit-q3 Q66 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
63 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 4.5 4.51 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 If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? s-grmi-q1 s-grit-q4 Q34 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
64 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 4.5 4.51 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 that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being good at math is something you can change? (NOT USED IN THE SCORE) Not in the 16-17 Surveys s-grmi-q2 s-grmi-q1 X Q35 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
65 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 4.5 4.51 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 struggling as a writer 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 struggling as a writer 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 struggling as a writer 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 struggling as a writer 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 struggling as a writer 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-q3 s-grmi-q2 X Q127 Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
66 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 4.5 4.51 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 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) 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-q4 s-grmi-q3 Q36 Q127 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
67 Teachers & Leadership Community & Wellbeing 1 5 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Work Ethic 1A 5B 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. 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. 2.756190476 2.23 2.766190476 2.24 3.266190476 2.74 3.276190476 2.75 3.766190476 3.24 3.776190476 3.25 4.504761905 4.5 4.514761905 4.51 Effective Practices Growth Mindset Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 5B-ii 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31 Students TRUE TRUE How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) Overall, how much have you learned from your teacher? 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) Overall, how much have you learned from your teacher? Not in the 16-17 Surveys s-peff-q1 s-grmi-q4 Q10 Q36 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
68 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? s-peff-q2 s-peff-q1 Q11 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
69 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? s-peff-q3 s-peff-q2 Q12 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
70 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? s-peff-q4 s-peff-q3 Q14 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? s-peff-q5 s-peff-q4 Q15 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
72 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? s-peff-q6 s-peff-q5 X Q16 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
73 School Culture Teachers & Leadership 2 1 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 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 degree to which the school environment is safe, caring, and academically-oriented. 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. Safety Teachers & The Teaching Environment 2A 1A 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. 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. 2.23 2.756190476 2.24 2.766190476 2.74 3.266190476 2.75 3.276190476 3.24 3.766190476 3.25 3.776190476 4.3 4.504761905 4.31 4.514761905 Student Physical Safety Effective Practices 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 reports about factors like teacher effectiveness, support for students, and classroom management. 2A-i 1A-ii 2.5675 2.98 2.5775 2.99 3.0775 3.49 3.0875 3.5 3.5775 3.99 3.5875 4 4.45 4.4 4.46 4.41 Students TRUE TRUE How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? s-phys-q1 s-peff-q6 X X Q40 Q16 2.78 2.48 2.79 2.49 3.29 2.99 3.3 3 3.79 3.49 3.8 3.5 4.5 4.7 4.51 4.71
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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? s-phys-q2 s-phys-q1 X Q41 Q40 . 2.78 2.79 3.29 3.3 3.79 3.8 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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE How often do students get into physical fights at your school? Overall, how physically safe do you feel at school? How often do students get into physical fights at your school? Overall, how physically safe do you feel at school? How often do students get into physical fights at your school? Overall, how physically safe do you feel at school? How often do students get into physical fights at your school? Overall, how physically safe do you feel at school? How often do students get into physical fights at your school? Overall, how safe do you feel at school? How often do students get into physical fights at your school? Overall, how safe do you feel at school? How often do students get into physical fights at your school? s-phys-q3 s-phys-q2 X Q42 Q41 . 2.78 2.79 3.29 3.3 3.79 3.8 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. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how safe do you feel at school? s-phys-q4 s-phys-q3 X X Q43 Q42 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
77 Community & Wellbeing School Culture 5 2 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Safety 5D 2A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 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. 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Social & Emotional Health Student Physical Safety 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 student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 5D-i 2A-i 2.23 2.5675 2.24 2.5775 2.74 3.0775 2.75 3.0875 3.24 3.5775 3.25 3.5875 4.3 4.45 4.31 4.46 Students TRUE TRUE How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? s-poaf-q1 s-phys-q4 X X Q69 Q43 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
78 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? s-poaf-q2 s-poaf-q1 Q70 Q69 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
79 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? s-poaf-q3 s-poaf-q2 X Q71 Q70 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
80 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? s-poaf-q4 s-poaf-q3 X Q72 Q71 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
81 School Culture Community & Wellbeing 2 5 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 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 degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Health 2B 5D 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. 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 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 Student Sense of Belonging Social & Emotional Health Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 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. 2B-i 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students TRUE TRUE On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? s-sbel-q1 s-poaf-q4 Q44 Q72 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
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. 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? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? s-sbel-q2 s-sbel-q1 X Q45 Q44 2.23 2.24 2.74 2.75 3.24 3.25 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. 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? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? s-sbel-q3 s-sbel-q2 X Q46 Q45 2.23 2.24 2.74 2.75 3.24 3.25 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. 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 much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? s-sbel-q4 s-sbel-q3 Q48 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
85 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 connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? s-sbel-q5 s-sbel-q4 Q49 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
86 Community & Wellbeing School Culture 5 2 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Relationships 5A 2B 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. 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. 2.73 2.23 2.74 2.24 3.24 2.74 3.25 2.75 3.74 3.24 3.75 3.25 4.475 4.5 4.485 4.51 Appreciation For Diversity Student Sense of Belonging Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 5A-i 2B-i 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51 Students TRUE TRUE How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? s-sper-q1 s-sbel-q5 Q59 Q49 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51
87 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? s-sper-q2 s-sper-q1 Q60 Q59 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
88 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? s-sper-q3 s-sper-q2 Q61 Q60 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
89 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 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? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? s-sper-q4 s-sper-q3 X Q62 Q61 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
90 Academic Learning Community & Wellbeing 4 5 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 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A 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. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.475 4.543333333 4.485 Engagement In School Appreciation For Diversity Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 Students TRUE TRUE In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? s-sten-q1 s-sper-q4 X Q27 Q62 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41
91 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 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? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? s-sten-q2 s-sten-q1 X Q28 Q27 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
92 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 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? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) Overall, how interested are you in this class? s-sten-q3 s-sten-q2 X Q29 Q28 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
93 Resources Academic Learning 3 4 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Student Commitment To Learning 3A 4B 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 students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.23 2.73 2.24 2.74 2.74 3.24 2.75 3.25 3.24 3.74 3.25 3.75 4.5 4.533333333 4.51 4.543333333 Content Specialists & Support Staff Engagement In 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. Draws on anonymous student reports about their level of focus, participation, and interest in class. 3A-ii 4B-i 2.396666667 2.38 2.406666667 2.39 2.906666667 2.89 2.916666667 2.9 3.406666667 3.39 3.416666667 3.4 4.433333333 4.4 4.443333333 4.41 Students TRUE TRUE How often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) s-sust-q1 s-sten-q3 X Q56 Q29 2.33 2.38 2.34 2.39 2.84 2.89 2.85 2.9 3.34 3.39 3.35 3.4 4.25 4.4 4.26 4.41
94 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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-q2 s-sust-q1 X Q57 Q56 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
95 School Culture Resources 2 3 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. 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. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Relationships Facilities & Personnel 2B 3A 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. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Content Specialists & Support Staff Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 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. 2B-ii 3A-ii 2.23 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 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 your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? s-tint-q1 s-sust-q2 X Q17 Q57 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.25 4.51 4.26
96 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? How interested in your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested in your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested in your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested is your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested is your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? s-tint-q2 s-tint-q1 X Q18 Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
97 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? If you walked into class upset, how concerned would your teacher be? How interested in your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? How interested in your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? How interested in your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) If you walked into class upset, how concerned would your teacher be? How interested is your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? How interested is your teacher in what you do outside of class? s-tint-q3 s-tint-q2 Q19 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
98 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 came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? s-tint-q4 s-tint-q3 Q20 Q19 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
99 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 had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? s-tint-q5 s-tint-q4 Q21 Q20 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
100 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. 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.5 4.41 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 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51 Students TRUE TRUE If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? s-vale-q1 s-tint-q5 Q50 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
101 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? s-vale-q2 s-vale-q1 Q53 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
102 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? s-vale-q3 s-vale-q2 X Q54 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
103 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? s-vale-q4 s-vale-q3 X Q55 Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
104 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.7 4.51 4.71 Teachers Students TRUE TRUE How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? Not in the 16-17 Surveys How much do you see yourself as a learner? t-acch-q1 s-vale-q4 #N/A Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
105 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? Not in the 16-17 Surveys t-acch-q2 t-acch-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
106 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? Not in the 16-17 Surveys t-acch-q3 t-acch-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
107 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. Community Support Academic Orientation 3C 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.494285714 2.98 2.504285714 2.99 3.004285714 3.49 3.014285714 3.5 3.504285714 3.99 3.514285714 4 4.482142857 4.4 4.492142857 4.41 Community Involvement & External Partners Academic Challenge Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3C-ii 2C-ii 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51 Teachers TRUE TRUE How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? Not in the 16-17 Surveys t-ceng-q1 t-acch-q3 #N/A 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
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. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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 respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? t-ceng-q2 t-ceng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
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. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? t-ceng-q3 t-ceng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
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. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? t-ceng-q4 t-ceng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
111 Teachers & Leadership Resources 1 3 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Leadership Community Support 1B 3C 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. 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. 2.396666667 2.494285714 2.406666667 2.504285714 2.906666667 3.004285714 2.916666667 3.014285714 3.406666667 3.504285714 3.416666667 3.514285714 4.433333333 4.482142857 4.443333333 4.492142857 Support For Teaching Development & Growth Community Involvement & External Partners Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 1B-ii 3C-ii 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41 Teachers TRUE TRUE Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? t-coll-q1 t-ceng-q4 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
112 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? t-coll-q2 t-coll-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
113 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? t-coll-q3 t-coll-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
114 Resources Teachers & Leadership 3 1 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 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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. Learning Resources Leadership 3B 1B 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 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. 2.518888889 2.396666667 2.528888889 2.406666667 3.028888889 2.906666667 3.038888889 2.916666667 3.528888889 3.406666667 3.538888889 3.416666667 4.477777778 4.433333333 4.487777778 4.443333333 Cultural Responsiveness Support For Teaching Development & Growth 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 on the quality of professional development. 3B-ii 1B-ii 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? t-cure-q1 t-coll-q3 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.6 4.5 4.61 4.51
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 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' t-cure-q2 t-cure-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
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 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? t-cure-q3 t-cure-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? t-cure-q4 t-cure-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety Cultural Responsiveness 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 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-i 3B-ii 2.308571429 2.68 2.318571429 2.69 2.818571429 3.19 2.828571429 3.2 3.318571429 3.69 3.328571429 3.7 4.464285714 4.5 4.474285714 4.51 Teachers TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? t-curv-q1 t-cure-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Teachers TRUE TRUE Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? t-curv-q2 t-curv-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Teachers TRUE TRUE How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? t-curv-q3 t-curv-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 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. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? 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-q4 t-curv-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
122 Community & Wellbeing Resources 5 3 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.48 2.518888889 2.49 2.528888889 2.99 3.028888889 3 3.038888889 3.49 3.528888889 3.5 3.538888889 4.5 4.477777778 4.51 4.487777778 Participation In Creative & Performing Arts Curricular Strength & Variety 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 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. 5C-i 3B-i 2.48 2.308571429 2.49 2.318571429 2.99 2.818571429 3 2.828571429 3.49 3.318571429 3.5 3.328571429 4.5 4.464285714 4.51 4.474285714 Teachers TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? t-expa-q2 t-curv-q4 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.6 4.31 4.61
123 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 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 4.5 4.51 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 maximum 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 maximum 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 maximum 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 maximum 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 maximum 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 maximum 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-q3 t-expa-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
124 Teachers & Leadership Community & Wellbeing 1 5 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Creative & Performing Arts 1A 5C 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. 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. 2.756190476 2.48 2.766190476 2.49 3.266190476 2.99 3.276190476 3 3.766190476 3.49 3.776190476 3.5 4.504761905 4.5 4.514761905 4.51 Effective Practices Participation In Creative & Performing Arts Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 5C-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.5 4.41 4.51 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? How confident are you in your ability to present material clearly? 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 confident are you in your ability to present material clearly? 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 confident are you in your ability to present material clearly? 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 confident are you in your ability to present material clearly? 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 17-18 Surveys 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 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-ieff-q1 t-expa-q3 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
125 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Teachers TRUE TRUE How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? 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-q2 t-ieff-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
126 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Teachers TRUE TRUE How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? 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-q3 t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
127 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 make material interesting for students? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to make material interesting for students? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to make material interesting for students? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to make material interesting for students? 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-q4 t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
128 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 Teachers & The Teaching Environment 1B 1A 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. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 School Leadership Effective Practices Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1B-i 1A-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41 Teachers FALSE TRUE TRUE How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? Not in the 17-18 Surveys How effectively does your principal communicate a clear vision of teaching and learning? Not in the 16-17 Surveys t-inle-q1 t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
129 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. 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 press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? t-inle-q2 t-inle-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
130 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. 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 much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms ? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms ? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms ? How effectively does your principal press teachers to engage in good pedagogical practice? t-inle-q3 t-inle-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
131 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 Leadership 1A 1B 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. 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. 2.756190476 2.396666667 2.766190476 2.406666667 3.266190476 2.906666667 3.276190476 2.916666667 3.766190476 3.406666667 3.776190476 3.416666667 4.504761905 4.433333333 4.514761905 4.443333333 Professional Community School Leadership 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 about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1A-iii 1B-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.566666667 4.5 4.576666667 4.51 Teachers TRUE FALSE TRUE How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms ? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms ? How many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms ? t-pcom-q1 t-inle-q3 #N/A 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.7 4.5 4.71 4.51
132 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? t-pcom-q2 t-pcom-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
133 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? t-pcom-q3 t-pcom-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
134 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? t-pcom-q4 t-pcom-q3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
135 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? t-pcom-q5 t-pcom-q4 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
136 Resources Teachers & Leadership 3 1 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 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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. Community Support Teachers & The Teaching Environment 3C 1A 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 teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.494285714 2.756190476 2.504285714 2.766190476 3.004285714 3.266190476 3.014285714 3.276190476 3.504285714 3.766190476 3.514285714 3.776190476 4.482142857 4.504761905 4.492142857 4.514761905 Family-School Relationships Professional Community 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 health of the professional community. It also includes measures of teacher absences and retention. 3C-i 1A-iii 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 4.566666667 4.41 4.576666667 Teachers TRUE TRUE This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? t-peng-q1 t-pcom-q5 #N/A 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.7 4.41 4.71
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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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? t-peng-q2 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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? t-peng-q3 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 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? t-peng-q4 t-peng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
140 Community & Wellbeing Resources 5 3 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 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 development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 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. 2.396666667 2.494285714 2.406666667 2.504285714 2.906666667 3.004285714 2.916666667 3.014285714 3.406666667 3.504285714 3.416666667 3.514285714 4.433333333 4.482142857 4.443333333 4.492142857 Physical Health Family-School Relationships 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 teacher reports about their engagement with parents and leadership opportunities for parents at the school. 5D-ii 3C-i 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 4.41 Teachers TRUE TRUE How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? t-phya-q2 t-peng-q4 #N/A 2.23 2.18 2.24 2.19 2.74 2.69 2.75 2.7 3.24 3.19 3.25 3.2 4.3 4.4 4.31 4.41
141 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26 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? t-phya-q3 t-phya-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
142 Teachers & Leadership Community & Wellbeing 1 5 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Health 1A 5D 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. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.756190476 2.396666667 2.766190476 2.406666667 3.266190476 2.906666667 3.276190476 2.916666667 3.766190476 3.406666667 3.776190476 3.416666667 4.504761905 4.433333333 4.514761905 4.443333333 Professional Qualifications Physical Health 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 student access to physical education and activity. It also includes a measure of medical staff to student ratio. 1A-i 5D-ii 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.45 4.25 4.46 4.26 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? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? t-prep-q1 t-phya-q3 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
143 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 4.45 4.46 Teachers TRUE TRUE Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? t-prep-q2 t-prep-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
144 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 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 4.45 4.46 Teachers TRUE TRUE How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? t-prep-q3 t-prep-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
145 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 Teachers & The Teaching Environment 1B 1A 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. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 School Leadership Professional Qualifications Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. 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. 1B-i 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.45 4.51 4.46 Teachers FALSE TRUE TRUE How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? t-prtr-q1 t-prep-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
146 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. 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? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? t-prtr-q2 t-prtr-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
147 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 School Leadership Draws on anonymous teacher reports about the degree to which teachers believe school leadership is strong and trust school leadership to make good school-wide decisions. 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? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? t-prtr-q3 t-prtr-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
148 Academic Learning Teachers & Leadership 4 1 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 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 how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 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. Critical Thinking Leadership 4C 1B 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. 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. 2.18 2.396666667 2.19 2.406666667 2.69 2.906666667 2.7 2.916666667 3.19 3.406666667 3.2 3.416666667 4.4 4.433333333 4.41 4.443333333 Problem Solving Emphasis School Leadership 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. 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. 4C-i 1B-i 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.5 4.41 4.51 Teachers TRUE FALSE TRUE How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? t-psol-q1 t-prtr-q3 #N/A 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.5 4.41 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. 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. 2.18 2.19 2.69 2.7 3.19 3.2 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 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
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. 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. 2.18 2.19 2.69 2.7 3.19 3.2 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 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
151 School Culture Academic Learning 2 4 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 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 degree to which the school environment is safe, caring, and academically-oriented. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Relationships Critical Thinking 2B 4C 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. 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. 2.23 2.18 2.24 2.19 2.74 2.69 2.75 2.7 3.24 3.19 3.25 3.2 4.5 4.4 4.51 4.41 Student Sense of Belonging Problem Solving Emphasis Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 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. 2B-i 4C-i 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 Teachers TRUE TRUE How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems? t-psup-q1 t-psol-q3 #N/A 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41
152 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 often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? How much do students at this school care about each other? t-psup-q2 t-psup-q1 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
153 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 well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? How often do students at this school help each other learn? t-psup-q3 t-psup-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
154 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? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to each other? How well do students at this school get along with each other? t-psup-q4 t-psup-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
155 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 Relationships 2A 2B 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. 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 4.3 4.5 4.31 4.51 Student Emotional Safety Student Sense of Belonging 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 understood, supported, and accepted by students and adults at the school. 2A-ii 2B-i 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 Teachers TRUE TRUE At this school, how respectful are students to each other? How often are students bullied at school or online? At this school, how respectful are students to each other? How often are students bullied at school or online? At this school, how respectful are students to each other? How often are students bullied at school or online? At this school, how respectful are students to each other? How often are students bullied at school? At this school, how respectful are students to each other? How often are students bullied at school? At this school, how respectful are students to each other? How often are students bullied at school? At this school, how respectful are students to each other? t-pvic-q1 t-psup-q4 X #N/A 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51
156 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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 because of who they are? How often are students bullied at school or online? How often are students bullied because of who they are? How often are students bullied at school or online? How often are students bullied because of who they are? How often are students bullied at school or online? How often are students bullied because of who they are? How often are students bullied at school? How often are students bullied because of who they are? How often are students bullied at school? How often are students bullied because of who they are? How often are students bullied at school? t-pvic-q2 t-pvic-q1 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
157 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 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? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? How often are students bullied because of who they are? t-pvic-q3 t-pvic-q2 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
158 Teachers & Leadership School Culture 1 2 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 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 relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Leadership Safety 1B 2A 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. 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. 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Support For Teaching Development & Growth Student Emotional Safety Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 1B-ii 2A-ii 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51 Teachers TRUE TRUE Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? t-qupd-q1 t-pvic-q3 #N/A 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51
159 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? t-qupd-q2 t-qupd-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
160 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? t-qupd-q3 t-qupd-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
161 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? t-qupd-q4 t-qupd-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
162 Resources Teachers & Leadership 3 1 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 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 adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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. Facilities & Personnel Leadership 3A 1B 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 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. 2.23 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 Physical Space & Materials Support For Teaching Development & Growth 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 teacher reports on the quality of professional development. 3A-i 1B-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 4.5 4.31 4.51 Teachers TRUE TRUE Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? t-reso-q1 t-qupd-q4 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.25 4.5 4.26 4.51
163 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is your access to the materials 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 materials 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 materials 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 materials 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 materials 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 materials 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 materials you need to effectively teach? t-reso-q2 t-reso-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
164 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? t-reso-q3 t-reso-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
165 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How adequate is the support you receive for using technology? t-reso-q4 t-reso-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
166 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities? How sufficient is the physical space for school activities? How well-maintained are school facilities? How sufficient is the physical space for school activities? How well-maintained are school facilities? How sufficient is the physical space for school activities? t-reso-q5 t-reso-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
167 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 Facilities & Personnel 4A 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.51 Overall Performance Physical Space & Materials 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 their access to high-quality materials and facilities. It also includes administrative data on class size. 4A-i 3A-i 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.566666667 4.3 4.576666667 4.31 Teachers TRUE TRUE How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how academically able are your students? How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities? t-sach-q1 t-reso-q5 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.5 4.25 4.51 4.26
168 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. 2.48 2.49 2.99 3 3.49 3.5 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 Teachers TRUE TRUE Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? t-sach-q2 t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
169 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. 2.48 2.49 2.99 3 3.49 3.5 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 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, 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? t-sach-q3 t-sach-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
170 Resources Academic Learning 3 4 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Performance 3A 4A 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 students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Content Specialists & Support Staff Overall Performance 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 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. 3A-ii 4A-i 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.566666667 4.443333333 4.576666667 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? Overall, how effective is the support students receive from non-teaching staff? 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? Overall, how effective is the support students receive from non-teaching staff? 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? Overall, how effective is the support students receive from non-teaching staff? 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? Overall, how effective is the support students receive from non-teaching staff? If an observer sat in on one of your classes for a week, how would she or he rate your students? Overall, how effective is the support students receive from non-teaching staff? If an observer sat in on one of your classes for a week, how would she or he rate your students? Overall, how effective is the support students receive from non-teaching staff? If an observer sat in on one of your classes for a week, how would she or he rate your students? t-sust-q1 t-sach-q3 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.25 4.5 4.26 4.51
171 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Teachers TRUE TRUE Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? t-sust-q2 t-sust-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
172 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Teachers TRUE TRUE How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? t-sust-q3 t-sust-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
173 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 who are struggling academically? 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 who are struggling academically? 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 who are struggling academically? 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 who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How often are non-teaching support staff available for students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How often are non-teaching support staff available for students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? t-sust-q4 t-sust-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
174 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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
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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,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),Original Item (20-21 surveys) - Do Not Use in Dashboard,Survey Item ID,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
Academic Learning,4,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,This is a measure description.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Co-Curricular Activities,This is a measure description.,3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),,,,,,a-cocu-i1,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Academic Learning,4,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,This is a measure description.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,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,This is a category description.,This is a category short description.,College & Career Readiness,4D,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,This is a measure description.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),,,,,,a-cppm-i2,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"MA DESE, 2019-20, state average",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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,Constructed by MCIEA staff,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),,,,,,a-curv-i5,X,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,,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,,#N/A,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",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,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",Percent students retained in a grade,Percent students retained in a grade,,,,,,a-degr-i2,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Degree Completion,This is a measure description.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,"NCES, 2015-16",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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Admin Data,Center for Education Data and Research,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
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),,,,,,a-ovpe-i1,X,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Constructed by MCIEA staff,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,Ed Week,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,,,,,,a-pcom-i2,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,Constructed by MCIEA staff,Medical staff to student ratio,Medical staff to student ratio,,,,,,a-phya-i1,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,NCES,Student to suspensions ratio,Student to suspensions ratio,,,,,,a-phys-i1,,,#N/A,5.27,ratio,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,Only captured to calculate the ratio,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,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Admin Data,only captured to calculate the chronic absence ratio,Number of students suspended for 10+ days,Number of students suspended for 10+ days,,,,,,a-phys-i3,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,Hours of arts instruction per student per week,Hours of arts instruction per student per week,,,,,,a-picp-i1,,,#N/A,,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,,,,a-reso-i1,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),Student to guidance counselor ratio,Student to guidance counselor ratio,,,,,,a-sust-i1,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),Student to mental health counselor ratio,Student to mental health counselor ratio,,,,,,a-sust-i2,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,"NCES, 2007-08",Student to instructional support staff ratio,Student to instructional support staff ratio,,,,,,a-sust-i3,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,Constructed by MCIEA staff,Student to art teacher ratio,Student to art teacher ratio,,,,,,a-sust-i4,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,"MA DESE, 2019-20",Chronic absence rate,Chronic absence rate,,,,,,a-vale-i1,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Admin Data,Constructed by MCIEA staff,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
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Performance Growth,This is a measure description.,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,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,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Skills,This is a measure description.,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
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,,Not in the 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q1,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,,Not in the 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q2,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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 17-18 Surveys,Not in the 16-17 Surveys,,s-acst-q3,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?","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,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument?",,s-appa-q2,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Valuing Creative & Performing Arts,This is a measure description.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?","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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Civic Participation,This is a measure description.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"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 17-18 Surveys,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,"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 17-18 Surveys,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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 17-18 Surveys,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,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 17-18 Surveys,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
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How worried are you that you will be bullied because of who you are?,,s-emsa-q1,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How often do you think students at your school are bullied online?,,s-emsa-q2,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Students,,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?,How often do you observe students teasing other students at your school?,,s-emsa-q3,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Perseverance & Determination,This is a measure description.,5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,s-grmi-q1,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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 good at math is something you can change?,How much do you think that being good at math is something you can change?,,s-grmi-q2,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,,,,,s-grmi-q3,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,This is a category description.,This is a category short description.,Work Ethic,5B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Growth Mindset,This is a measure description.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,How much do you think that needing to try really hard in a subject at school means you can’t be good at it?,How much do you think that needing to try really hard in a subject at school means you can’t be good at it?,,s-grmi-q4,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Students,,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
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,"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,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Physical Safety,This is a measure description.,2A-i,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,Students,,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,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Social & Emotional Health,This is a measure description.,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Civic Engagement,5A,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,Appreciation For Diversity,This is a measure description.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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
Academic Learning,4,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"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,This is a category description.,This is a category short description.,Student Commitment To Learning,4B,This is a subcategory description.,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,Engagement In School,This is a measure description.,4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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 interesting do you find the things you learn in school?,How often do you take time outside of class to learn more about what you are studying in class?,,s-sten-q3,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,"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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Students,,"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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,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 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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,This is a measure description.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing of Learning,This is a measure description.,2C-i,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,,,,,,t-acch-q1,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,,,,,,t-acch-q2,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Academic Orientation,2C,This is a subcategory description.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Academic Challenge,This is a measure description.,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,,,,,,t-acch-q3,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"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 parents, 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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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 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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Community Involvement & External Partners,This is a measure description.,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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 class?,t-cure-q1,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Cultural Responsiveness,This is a measure description.,3B-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,"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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,"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,This is a category description.,This is a category short description.,Learning Resources,3B,This is a subcategory description.,2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,Curricular Strength & Variety,This is a measure description.,3B-i,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Teachers,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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 students 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,This is a category description.,This is a category short description.,Creative & Performing Arts,5C,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Participation In Creative & Performing Arts,This is a measure description.,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,,,,,,t-ieff-q1,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q2,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,This is a measure description.,1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Teachers,,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?,,,,,,t-ieff-q4,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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?,t-inle-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Community,This is a measure description.,1A-iii,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Teachers,,"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
Resources,3,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Community Support,3C,This is a subcategory description.,2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,Family-School Relationships,This is a measure description.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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
Community & Wellbeing,5,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,"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 students 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,This is a category description.,This is a category short description.,Health,5D,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Physical Health,This is a measure description.,5D-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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,This is a category description.,This is a category short description.,Teachers & The Teaching Environment,1A,This is a subcategory description.,2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Professional Qualifications,This is a measure description.,1A-i,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Effective Leadership,This is a measure description.,1B-i,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
Academic Learning,4,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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,This is a category description.,This is a category short description.,Critical Thinking,4C,This is a subcategory description.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,This is a measure description.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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?,t-psol-q3,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
School Culture,2,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Relationships,2B,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,This is a measure description.,2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,"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,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,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?,t-pvic-q1,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,How often are students bullied because of who they are?,How often are students bullied because of who they are?,,,,,,t-pvic-q2,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,This is a category description.,This is a category short description.,Safety,2A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Student Emotional Safety,This is a measure description.,2A-ii,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,Teachers,,"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
Teachers & Leadership,1,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,This is a category description.,This is a category short description.,Leadership,1B,This is a subcategory description.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Support For Teaching Development & Growth,This is a measure description.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"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
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,t-reso-q4,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Physical Space & Materials,This is a measure description.,3A-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,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?,t-reso-q5,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"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? ",,,,t-sach-q1,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"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,This is a category description.,This is a category short description.,Performance,4A,This is a subcategory description.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Overall Performance,This is a measure description.,4A-i,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Teachers,,"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 s/he rate your students?",t-sach-q3,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,"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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?,t-sust-q3,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,This is a category description.,This is a category short description.,Facilities & Personnel,3A,This is a subcategory description.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Content Specialists & Support Staff,This is a measure description.,3A-ii,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Teachers,,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?,t-sust-q4,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
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
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College-Going & Persistence,Tracks the percentage of students enrolling in college 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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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
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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation & Placement,Tracks student access to career technical education courses and rates of positive career placement after graduation.,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color compleing 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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,Admin Data,"NCES, 2016",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,2,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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,Admin Data,,TRUE,TRUE,% Teachers of Color,,,,,,,a-pcom-i3,,,,#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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,ratio,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Admin Data,,TRUE,TRUE,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,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,2,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,,,,#N/A,20,number,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,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,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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
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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.",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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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
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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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,2.5675,2.5775,3.0775,3.0875,3.5775,3.5875,4.45,4.46,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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,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 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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.475,4.485,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
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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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. ,2.73,2.74,3.24,3.25,3.74,3.75,4.533333333,4.543333333,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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-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-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-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-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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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.",2.518888889,2.528888889,3.028888889,3.038888889,3.528888889,3.538888889,4.477777778,4.487777778,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,2.308571429,2.318571429,2.818571429,2.828571429,3.318571429,3.328571429,4.464285714,4.474285714,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
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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.566666667,4.576666667,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
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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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.",2.494285714,2.504285714,3.004285714,3.014285714,3.504285714,3.514285714,4.482142857,4.492142857,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
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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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.",2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,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
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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.",2.756190476,2.766190476,3.266190476,3.276190476,3.766190476,3.776190476,4.504761905,4.514761905,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,2.98,2.99,3.49,3.5,3.99,4,4.45,4.46,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.,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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
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 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.",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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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. ,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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. ,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.566666667,4.576666667,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
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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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.",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.,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,2.396666667,2.406666667,2.906666667,2.916666667,3.406666667,3.416666667,4.433333333,4.443333333,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

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 (20-21 surveys) - Do Not Use in Dashboard 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 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D This is a subcategory description. 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 College-Going & Persistence This is a measure description. Tracks the percentage of students enrolling in college 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
3 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Co-Curricular Activities This is a measure description. 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
4 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D This is a subcategory description. 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Career Preparation & Placement This is a measure description. Tracks student access to career technical education courses and rates of positive career placement after graduation. 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
5 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D This is a subcategory description. 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Career Preparation & Placement This is a measure description. Tracks student access to career technical education courses and rates of positive career placement after graduation. 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
6 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 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
7 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
8 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
9 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
10 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Admin Data NCES, 2009 TRUE TRUE Percent students of color compleing 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
11 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
12 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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
13 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 Degree Completion This is a measure description. 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
14 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 Degree Completion This is a measure description. 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
15 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 Degree Completion This is a measure description. 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
16 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Qualifications This is a measure description. 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 4.45 4.46 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
17 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Qualifications This is a measure description. 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 4.45 4.46 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
18 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Qualifications This is a measure description. 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 4.45 4.46 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
19 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Overall Performance This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 Admin Data NCES, 2016 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 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
20 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Overall Performance This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 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
21 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 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
22 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Admin Data Ed Week TRUE TRUE % Teachers of Color Percent teachers with 10+ days absent Percent teachers with 10+ days absent a-pcom-i2 a-pcom-i3 #N/A 28 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.71
23 Community & Wellbeing Teachers & Leadership 5 1 This is a category description. 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. This is a category short description. 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. Health Teachers & The Teaching Environment 5D 1A This is a subcategory description. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 Physical Health Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 5D-ii 1A-iii 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.566666667 4.26 4.576666667 Admin Data Constructed by MCIEA staff Ed Week TRUE TRUE Percent teachers with 10+ days absent Medical staff to student ratio Percent teachers with 10+ days absent Medical staff to student ratio 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-phya-i1 a-pcom-i2 X #N/A 750 28 ratio percentage 2.98 2.99 3.49 3.5 3.99 4 4.3 4.7 4.31 4.71
24 School Culture Community & Wellbeing 2 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Safety Health 2A 5D This is a subcategory description. 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 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.3 4.433333333 4.31 4.443333333 Student Physical Safety Physical Health This is a measure description. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 2A-i 5D-ii 2.5675 2.33 2.5775 2.34 3.0775 2.84 3.0875 2.85 3.5775 3.34 3.5875 3.35 4.45 4.25 4.46 4.26 Admin Data NCES Constructed by MCIEA staff TRUE TRUE Medical staff to student ratio (schoolwide) Student to suspensions ratio Medical staff to student ratio Student to suspensions 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-phys-i1 a-phya-i1 X #N/A 5.27 750 ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.3 4.71 4.31
25 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Physical Safety This is a measure description. 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Admin Data Only captured to calculate the ratio NCES TRUE TRUE Percent of students suspended Number of student suspensions Student to suspensions ratio Number of student suspensions Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio Student to suspensions ratio a-phys-i2 a-phys-i1 X #N/A n/a 5.27 number ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
26 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Physical Safety This is a measure description. 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Admin Data only captured to calculate the chronic absence ratio Only captured to calculate the ratio TRUE FALSE Number of students suspended for 10+ days Number of student suspensions Number of students suspended for 10+ days Number of student suspensions Number of student suspensions Number of student suspensions Number of student suspensions Number of student suspensions a-phys-i3 a-phys-i2 #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
27 Community & Wellbeing School Culture 5 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Creative & Performing Arts Safety 5C 2A This is a subcategory description. 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. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Participation In Creative & Performing Arts Student Physical Safety This is a measure description. 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. 5C-i 2A-i 2.48 2.5675 2.49 2.5775 2.99 3.0775 3 3.0875 3.49 3.5775 3.5 3.5875 4.5 4.45 4.51 4.46 Admin Data only captured to calculate the chronic absence ratio TRUE TRUE Percent of students suspended for 10+ days Hours of arts instruction per student per week Number of students suspended for 10+ days Hours of arts instruction per student per week 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-picp-i1 a-phys-i3 X #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.3 4.7 4.31 4.71
28 Resources Community & Wellbeing 3 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Facilities & Personnel Creative & Performing Arts 3A 5C This is a subcategory description. 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 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Physical Space & Materials Participation In Creative & Performing Arts This is a measure description. 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. 3A-i 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 4.5 4.31 4.51 Admin Data Constructed by MCIEA staff TRUE TRUE Hours of arts instruction per student per week Average class size Hours of arts instruction per student per week Average class size 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-reso-i1 a-picp-i1 #N/A 20 2 number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.3 4.91 4.31
29 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-ii 3A-i 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Admin Data American School Counselor Association (2005) Constructed by MCIEA staff TRUE TRUE Average class size Student to guidance counselor ratio Average class size Student to guidance counselor ratio Average class size Average class size Average class size Average class size Average class size a-sust-i1 a-reso-i1 #N/A 250 20 ratio number 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
30 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data American School Counselor Association (2005) TRUE TRUE Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health 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-i2 a-sust-i1 X #N/A 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
31 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data NCES, 2007-08 American School Counselor Association (2005) TRUE TRUE Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff 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-i3 a-sust-i2 X #N/A 43.4 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
32 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Admin Data Constructed by MCIEA staff NCES, 2007-08 TRUE TRUE Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher 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-i4 a-sust-i3 X #N/A 500 43.4 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
33 School Culture Resources 2 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.5 4.41 4.51 Valuing of Learning Content Specialists & Support Staff This is a measure description. 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. 2C-i 3A-ii 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.7 4.433333333 4.71 4.443333333 Admin Data MA DESE, 2019-20 Constructed by MCIEA staff TRUE TRUE Student to art teacher ratio Chronic absence rate Student to art teacher ratio Chronic absence rate 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-vale-i1 a-sust-i4 X #N/A 10 500 number ratio 2.98 2.99 3.49 3.5 3.99 4 4.8 4.9 4.81 4.91
34 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Valuing of Learning This is a measure description. 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Admin Data Constructed by MCIEA staff MA DESE, 2019-20 TRUE TRUE Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate a-vale-i2 a-vale-i1 X #N/A 90 10 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
35 Academic Learning School Culture 4 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Performance Academic Orientation 4A 2C This is a subcategory description. 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. 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41 Performance Growth Valuing of Learning This is a measure description. 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. 4A-ii 2C-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.5 4.7 4.51 4.71 No source Admin Data Constructed by MCIEA staff TRUE TRUE Average daily attendance Performance Growth Average daily attendance Performance Growth Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance n/a a-vale-i2 #N/A 90 n/a number 2.98 2.99 3.49 3.5 3.99 4 4.5 4.8 4.51 4.81
36 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking Performance 4C 4A This is a subcategory description. 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. 2.18 2.48 2.19 2.49 2.69 2.99 2.7 3 3.19 3.49 3.2 3.5 4.4 4.5 4.41 4.51 Problem Solving Skills Performance Growth This is a measure description. Includes an asessment of student progression towards key learning goals. 4C-ii 4A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.5 4.41 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 n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.5 4.41 4.51
37 School Culture Academic Learning 2 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Academic Orientation Critical Thinking 2C 4C This is a subcategory description. 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 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41 Academic Challenge Problem Solving Skills This is a measure description. 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. 2C-ii 4C-ii 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.4 4.51 4.41 Students No source 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 n/a X Q22 #N/A n/a n/a 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.4 4.51 4.41
38 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge This is a measure description. 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? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 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? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How much does your teacher encourage you to do your best? s-acpr-q2 s-acpr-q1 X Q23 Q22 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
39 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge This is a measure description. 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? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? 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? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How often does your teacher ask you to explain your answers? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? s-acpr-q3 s-acpr-q2 Q24 Q23 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
40 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge This is a measure description. 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 take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? 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 take time to make sure you understand the material? How often does your teacher ask you to explain your answers? How often does your teacher take time to make sure you understand the material? How often does your teacher ask you to explain your answers? s-acpr-q4 s-acpr-q3 Q26 Q24 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
41 Community & Wellbeing School Culture 5 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C This is a subcategory description. 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. 2.396666667 2.98 2.406666667 2.99 2.906666667 3.49 2.916666667 3.5 3.406666667 3.99 3.416666667 4 4.433333333 4.4 4.443333333 4.41 Social & Emotional Health Academic Challenge This is a measure description. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51 Students TRUE TRUE How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? How often does your teacher take time to make sure you understand the material? On a typical day in school, how stressed do you feel about your schoolwork? 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? Not in the 17-18 Surveys How often does your teacher take time to make sure you understand the material? Not in the 16-17 Surveys How often does your teacher take time to make sure you understand the material? s-acst-q1 s-acpr-q4 Q135 Q26 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
42 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Social & Emotional Health This is a measure description. 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? When you take a test, how much do you worry about doing well? On a typical day in school, how stressed do you feel about your schoolwork? When you take a test, how much do you worry about doing well? 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? Not in the 17-18 Surveys How much does your school work make you feel stressed? Not in the 16-17 Surveys s-acst-q2 s-acst-q1 X X Q136 Q135 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
43 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Social & Emotional Health This is a measure description. 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? Typically, how anxious do you feel about your grades? When you take a test, how much do you worry about doing well? Typically, how anxious do you feel about your grades? When you take a test, how much do you worry about doing well? How much do you think that your grades and test scores will determine your future? When you take a test, how much do you worry about doing well? How much do you think that your grades and test scores will determine your future? When you take a test, how much do you worry about doing well? Not in the 17-18 Surveys When you take a test, how nervous do you feel about doing well? Not in the 16-17 Surveys s-acst-q3 s-acst-q2 X X Q137 Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
44 Community & Wellbeing 5 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.5 4.433333333 4.51 4.443333333 Valuing Creative & Performing Arts Social & Emotional Health This is a measure description. 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-ii 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 interested are you in visual art—street murals, museum paintings, sculptures, etc.? Typically, how anxious do you feel about your grades? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Typically, how anxious do you feel about your grades? If your friends or family wanted to go to an art museum, how interested would you be in going? Typically, how anxious do you feel about your grades? If your friends or family wanted to go to an art museum, how interested would you be in going? How much do you think that your grades and test scores will determine your future? If your friends or family wanted to go to an art museum, how interested would you be in going? How much do you think that your grades and test scores will determine your future? If your friends or family wanted to go to an art museum, how interested would you be in going? Not in the 16-17 Surveys s-appa-q1 s-acst-q3 X X Q37 Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
45 Community & Wellbeing 5 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Valuing Creative & Performing Arts This is a measure description. 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.? 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.? 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 school had an orchestra or a band, how interested would you be in learning how to play an instrument? 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? 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
46 Community & Wellbeing 5 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Valuing Creative & Performing Arts This is a measure description. 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 performance art—dance performances, plays in the park, going to the theater, 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 performance art—dance performances, plays in the park, going to the theater, 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 a play, 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 a play, 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 a play, 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 a play, 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-q3 s-appa-q2 Q39 Q38 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
47 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement Creative & Performing Arts 5A 5C This is a subcategory description. 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. 2.73 2.48 2.74 2.49 3.24 2.99 3.25 3 3.74 3.49 3.75 3.5 4.475 4.5 4.485 4.51 Civic Participation Valuing Creative & Performing Arts This is a measure description. Draws on anonymous student reports about their interest in creative or performing arts. 5A-ii 5C-ii 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31 Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 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? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? If your friends or family wanted to go to a play, how interested would you be in going? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? If your friends or family wanted to go to a play, how interested would you be in going? s-civp-q1 s-appa-q3 Q30 Q39 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.3 4.41 4.31
48 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Civic Participation This is a measure description. 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 important is it to you to get involved in improving your community? 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 get involved in improving your community? 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 important is it to you to get involved in improving your community? 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 get involved in improving your community? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? s-civp-q2 s-civp-q1 Q31 Q30 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
49 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Civic Participation This is a measure description. 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 actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? 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 actively challenge inequalities in society? How important is it to you to get involved in improving your community? How important is it to you to actively challenge inequalities in society? How important is it to you to get involved in improving your community? s-civp-q3 s-civp-q2 Q32 Q31 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
50 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Civic Participation This is a measure description. 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 take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? 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 take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? How important is it to you to take action when something in society needs changing? How important is it to you to actively challenge inequalities in society? s-civp-q4 s-civp-q3 X Q33 Q32 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
51 Resources Community & Wellbeing 3 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Learning Resources Civic Engagement 3B 5A This is a subcategory description. 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. 2.518888889 2.73 2.528888889 2.74 3.028888889 3.24 3.038888889 3.25 3.528888889 3.74 3.538888889 3.75 4.477777778 4.475 4.487777778 4.485 Cultural Responsiveness Civic Participation This is a measure description. Draws on anonymous student reports about their commitment to social awareness and community improvement. 3B-ii 5A-ii 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.4 4.51 4.41 Students TRUE TRUE How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? How important is it to you to take action when something in society needs changing? In your classes, how often do you see people like you represented in what you study? 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? Not in the 17-18 Surveys How important is it to you to take action when something in society needs changing? Not in the 16-17 Surveys How important is it to you to take action when something in society needs changing? s-cure-q1 s-civp-q4 X Q129 Q33 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.6 4.4 4.61 4.41
52 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 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 many different kinds of people 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 many different kinds of people 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 17-18 Surveys In your classes, how often do you see people like you represented in what you study? Not in the 16-17 Surveys s-cure-q2 s-cure-q1 Q130 Q129 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
53 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Students TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? In your classes, how often do you see many different kinds of people represented in what you study? How valued do you think all students' home cultures and languages are in the school curriculum? 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 17-18 Surveys 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-q3 s-cure-q2 Q131 Q130 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
54 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Students TRUE TRUE How valued do you think all students' home cultures and languages 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 all students' home cultures and languages 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 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 17-18 Surveys How valued do you think all students' home cultures and languages are in the school curriculum? Not in the 16-17 Surveys s-cure-q4 s-cure-q3 X Q132 Q131 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
55 School Culture Resources 2 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Safety Learning Resources 2A 3B This is a subcategory description. 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. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.3 4.477777778 4.31 4.487777778 Student Emotional Safety Cultural Responsiveness This is a measure description. 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. 2A-ii 3B-ii 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51 Students TRUE TRUE How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? How valued do you think your home culture and language are in the school curriculum? How often are students unkind to each other at this school? 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 worried are you that you will be bullied because of who you are? How valued do you think your home culture and language are in the school curriculum? How worried are you that you will be bullied because of who you are? Not in the 16-17 Surveys s-emsa-q1 s-cure-q4 X Q7 Q132 2.78 2.33 2.79 2.34 3.29 2.84 3.3 2.85 3.79 3.34 3.8 3.35 4.5 4.6 4.51 4.61
56 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Emotional Safety This is a measure description. 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 at this school unkind to each other online? How often are students unkind to each other at this school? How often are students at this school unkind to each other online? 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 do you think students at your school are bullied online? How often are students unkind to each other at this school? How often do you think students at your school are bullied online? How worried are you that you will be bullied because of who you are? s-emsa-q2 s-emsa-q1 X X Q8 Q7 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
57 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Emotional Safety This is a measure description. 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 much bullying occurs at this school? How often are students at this school unkind to each other online? How much bullying occurs at this school? 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 observe students teasing other students at your school? How often are students at this school unkind to each other online? How often do you observe students teasing other students at your school? How often do you think students at your school are bullied online? s-emsa-q3 s-emsa-q2 X Q9 Q8 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
58 Community & Wellbeing School Culture 5 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Creative & Performing Arts Safety 5C 2A This is a subcategory description. 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. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Participation In Creative & Performing Arts Student Emotional Safety This is a measure description. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5C-i 2A-ii 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51 Students TRUE TRUE How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? How much bullying occurs at this school? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How much bullying occurs at this school? In a typical week, how much time do you spend in creative arts instruction or activities? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) s-expa-q1 s-emsa-q3 X X Q68 Q9 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
59 Community & Wellbeing 5 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Perseverance & Determination Participation In Creative & Performing Arts This is a measure description. 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-i 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 4.5 4.31 4.51 Students TRUE TRUE In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? 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? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? If you face a problem while working towards an important goal, how well can you keep working? In a typical week, how much time do you spend in creative arts instruction or activities? s-grit-q1 s-expa-q1 X Q63 Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
60 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Perseverance & Determination This is a measure description. 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? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? 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? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? How important is it to you to finish things you start? If you face a problem while working towards an important goal, how well can you keep working? s-grit-q2 s-grit-q1 X Q64 Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
61 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Perseverance & Determination This is a measure description. 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 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 finish things you start? 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 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 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 finish things you start? 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 finish things you start? s-grit-q3 s-grit-q2 Q65 Q64 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
62 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Perseverance & Determination This is a measure description. 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? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? 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? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? If you fail to reach an important goal, how likely are you to try again? How confident are you that you can remain focused on what you are doing, even when there are distractions? s-grit-q4 s-grit-q3 Q66 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
63 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Growth Mindset Perseverance & Determination This is a measure description. 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 If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? 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? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? How much do you think you can change your own intelligence? If you fail to reach an important goal, how likely are you to try again? s-grmi-q1 s-grit-q4 Q34 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
64 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Growth Mindset This is a measure description. 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 that being bad at math is something someone can change? How much do you think you can change your own intelligence? How much do you think that being bad at math is something someone can change? 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 that being good at math is something you can change? How much do you think you can change your own intelligence? How much do you think that being good at math is something you can change? Not in the 16-17 Surveys s-grmi-q2 s-grmi-q1 X Q35 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
65 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Growth Mindset This is a measure description. 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 struggling as a writer 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 struggling as a writer 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-q3 s-grmi-q2 X Q127 Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
66 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B This is a subcategory description. 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 4.5 4.51 Growth Mindset This is a measure description. 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 struggling to understand something means you're bad at it? 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 needing to try really hard in a subject at school means you can‚Äôt be good at it? 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 in the 16-17 Surveys s-grmi-q4 s-grmi-q3 Q36 Q127 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
67 Teachers & Leadership Community & Wellbeing 1 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Work Ethic 1A 5B This is a subcategory description. 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. 2.756190476 2.23 2.766190476 2.24 3.266190476 2.74 3.276190476 2.75 3.766190476 3.24 3.776190476 3.25 4.504761905 4.5 4.514761905 4.51 Effective Practices Growth Mindset This is a measure description. 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. 1A-ii 5B-ii 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31 Students TRUE TRUE How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? How much do you think that intelligence is something that can be changed? Overall, how much have you learned from your teacher? 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) Overall, how much have you learned from your teacher? 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) Overall, how much have you learned from your teacher? Not in the 16-17 Surveys s-peff-q1 s-grmi-q4 Q10 Q36 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
68 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? 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? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? For this class, how clearly does your teacher present the information that you need to learn? Overall, how much have you learned from your teacher? s-peff-q2 s-peff-q1 Q11 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
69 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? 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? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? When you need extra help, how good is your teacher at giving you that help? For this class, how clearly does your teacher present the information that you need to learn? s-peff-q3 s-peff-q2 Q12 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
70 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? 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? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? How well can your teacher tell whether or not you understand a topic? When you need extra help, how good is your teacher at giving you that help? s-peff-q4 s-peff-q3 Q14 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
71 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? 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 interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? How interesting does your teacher make the things you are learning? How well can your teacher tell whether or not you understand a topic? s-peff-q5 s-peff-q4 Q15 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
72 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Students TRUE TRUE How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? 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 good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? How good is your teacher at helping you learn? How interesting does your teacher make the things you are learning? s-peff-q6 s-peff-q5 X Q16 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
73 School Culture Teachers & Leadership 2 1 This is a category description. 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. This is a category short description. 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. Safety Teachers & The Teaching Environment 2A 1A This is a subcategory description. 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. 2.23 2.756190476 2.24 2.766190476 2.74 3.266190476 2.75 3.276190476 3.24 3.766190476 3.25 3.776190476 4.3 4.504761905 4.31 4.514761905 Student Physical Safety Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 2A-i 1A-ii 2.5675 2.98 2.5775 2.99 3.0775 3.49 3.0875 3.5 3.5775 3.99 3.5875 4 4.45 4.4 4.46 4.41 Students TRUE TRUE How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? 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 often do you worry about violence at your school? How good is your teacher at helping you learn? How often do you worry about violence at your school? How good is your teacher at helping you learn? s-phys-q1 s-peff-q6 X Q40 Q16 2.78 2.48 2.79 2.49 3.29 2.99 3.3 3 3.79 3.49 3.8 3.5 4.5 4.7 4.51 4.71
74 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Physical Safety This is a measure description. 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights 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 students get into physical fights at your school? How often do you worry about violence at your school? How often do students get into physical fights at your school? How often do you worry about violence at your school? s-phys-q2 s-phys-q1 X Q41 Q40 . 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
75 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Physical Safety This is a measure description. 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE How often do students get into physical fights at your school? Overall, how physically safe do you feel at school? How often do students get into physical fights at your school? Overall, how physically safe do you feel at 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? Overall, how safe do you feel at school? How often do students get into physical fights at your school? Overall, how safe do you feel at school? How often do students get into physical fights at your school? s-phys-q3 s-phys-q2 X Q42 Q41 . 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
76 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Physical Safety This is a measure description. 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 2.5675 2.5775 3.0775 3.0875 3.5775 3.5875 4.45 4.46 Students TRUE TRUE Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how physically safe do you feel at school? How often do you feel like you might be harmed by someone 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? How often do you feel like you might be harmed by someone at school? Overall, how safe do you feel at school? How often do you feel like you might be harmed by someone at school? Overall, how safe do you feel at school? s-phys-q4 s-phys-q3 X Q43 Q42 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
77 Community & Wellbeing School Culture 5 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Safety 5D 2A This is a subcategory description. 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. 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Social & Emotional Health Student Physical Safety This is a measure description. 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. 5D-i 2A-i 2.23 2.5675 2.24 2.5775 2.74 3.0775 2.75 3.0875 3.24 3.5775 3.25 3.5875 4.3 4.45 4.31 4.46 Students TRUE TRUE How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? 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? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? On a regular day at school, how often do you feel relaxed? How often do you feel like you might be harmed by someone at school? s-poaf-q1 s-phys-q4 X X Q69 Q43 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.3 4.5 4.31 4.51
78 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Social & Emotional Health This is a measure description. 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? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? 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? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? How often are you enthusiastic at school? On a regular day at school, how often do you feel relaxed? s-poaf-q2 s-poaf-q1 Q70 Q69 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
79 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Social & Emotional Health This is a measure description. 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 confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? On a normal day in school, how confident do you feel? How often are you enthusiastic at school? s-poaf-q3 s-poaf-q2 X Q71 Q70 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
80 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Social & Emotional Health This is a measure description. 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 much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? 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 much are you able to concentrate? On a normal day in school, how confident do you feel? On a normal day in school, how much are you able to concentrate? On a normal day in school, how confident do you feel? s-poaf-q4 s-poaf-q3 X Q72 Q71 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
81 School Culture Community & Wellbeing 2 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Health 2B 5D This is a subcategory description. 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 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 Student Sense of Belonging Social & Emotional Health This is a measure description. 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. 2B-i 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students TRUE TRUE On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? 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? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? Overall, how much do you feel like you belong at your school? On a normal day in school, how much are you able to concentrate? s-sbel-q1 s-poaf-q4 Q44 Q72 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
82 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? 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? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? At your school, how accepted do you feel by the other students? Overall, how much do you feel like you belong at your school? s-sbel-q2 s-sbel-q1 X Q45 Q44 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
83 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? 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? How well do people at your school understand you? At your school, how accepted do you feel by the other students? How well do people at your school understand you? At your school, how accepted do you feel by the other students? s-sbel-q3 s-sbel-q2 X Q46 Q45 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
84 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show 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 much respect do students in your school show you? How well do people at your school understand you? How much respect do students in your school show you? How well do people at your school understand you? s-sbel-q4 s-sbel-q3 Q48 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
85 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? 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 connected do you feel to the adults at your school? How much respect do students in your school show you? How connected do you feel to the adults at your school? How much respect do students in your school show you? s-sbel-q5 s-sbel-q4 Q49 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
86 Community & Wellbeing School Culture 5 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Relationships 5A 2B This is a subcategory description. 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. 2.73 2.23 2.74 2.24 3.24 2.74 3.25 2.75 3.74 3.24 3.75 3.25 4.475 4.5 4.485 4.51 Appreciation For Diversity Student Sense of Belonging This is a measure description. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 5A-i 2B-i 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51 Students TRUE TRUE How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? 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 often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? How often do you try to think of more than one explanation for why someone else acted as they did? How connected do you feel to the adults at your school? s-sper-q1 s-sbel-q5 Q59 Q49 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.4 4.5 4.41 4.51
87 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Appreciation For Diversity This is a measure description. 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? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? 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? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? Overall, how often do you try to understand the point of view of other people? How often do you try to think of more than one explanation for why someone else acted as they did? s-sper-q2 s-sper-q1 Q60 Q59 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
88 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Appreciation For Diversity This is a measure description. 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? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? 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? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? How often do you try to figure out what motivates others to behave as they do? Overall, how often do you try to understand the point of view of other people? s-sper-q3 s-sper-q2 Q61 Q60 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
89 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.475 4.485 Appreciation For Diversity This is a measure description. 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? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? 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? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? In general, how often do you try to understand how other people see things? How often do you try to figure out what motivates others to behave as they do? s-sper-q4 s-sper-q3 X Q62 Q61 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
90 Academic Learning Community & Wellbeing 4 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Civic Engagement 4B 5A This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.475 4.543333333 4.485 Engagement In School Appreciation For Diversity This is a measure description. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 4B-i 5A-i 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41 Students TRUE TRUE In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? 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? How excited are you about going to this class? In general, how often do you try to understand how other people see things? How excited are you about going to this class? In general, how often do you try to understand how other people see things? s-sten-q1 s-sper-q4 X Q27 Q62 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.41
91 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 Engagement In School This is a measure description. 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? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in 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? Overall, how interested are you in this class? How excited are you about going to this class? Overall, how interested are you in this class? How excited are you about going to this class? s-sten-q2 s-sten-q1 X Q28 Q27 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
92 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B This is a subcategory description. 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. 2.73 2.74 3.24 3.25 3.74 3.75 4.533333333 4.543333333 Engagement In School This is a measure description. 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? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? How often do you get so focused on class activities that you lose track of time? Overall, how interested are you in this class? Overall, how interested are you in this class? Overall, how interested are you in this class? How interesting do you find the things you learn in school? Overall, how interested are you in this class? How often do you take time outside of class to learn more about what you are studying in class? Overall, how interested are you in this class? s-sten-q3 s-sten-q2 X Q29 Q28 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
93 Resources Academic Learning 3 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Student Commitment To Learning 3A 4B This is a subcategory description. 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. 2.23 2.73 2.24 2.74 2.74 3.24 2.75 3.25 3.24 3.74 3.25 3.75 4.5 4.533333333 4.51 4.543333333 Content Specialists & Support Staff Engagement In School This is a measure description. Draws on anonymous student reports about their level of focus, participation, and interest in class. 3A-ii 4B-i 2.396666667 2.38 2.406666667 2.39 2.906666667 2.89 2.916666667 2.9 3.406666667 3.39 3.416666667 3.4 4.433333333 4.4 4.443333333 4.41 Students TRUE TRUE How often do you get so focused on class activities that you lose track of time? 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 often do you get so focused on class activities that you lose track of time? 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 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? 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 often do you get so focused on class activities that you lose track of time? 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 often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) s-sust-q1 s-sten-q3 X Q56 Q29 2.33 2.38 2.34 2.39 2.84 2.89 2.85 2.9 3.34 3.39 3.35 3.4 4.25 4.4 4.26 4.41
94 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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 need help learning something, is there an adult at school other than your teacher who can work with you? 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-q2 s-sust-q1 X Q57 Q56 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
95 School Culture Resources 2 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Relationships Facilities & Personnel 2B 3A This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Content Specialists & Support Staff This is a measure description. 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. 2B-ii 3A-ii 2.23 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 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 your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 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 your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When you need help learning something, is there an adult at school other than your teacher who can work with you? s-tint-q1 s-sust-q2 X Q17 Q57 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.25 4.51 4.26
96 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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? How interested in your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested in your teacher in what you do outside of class? 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? How interested is your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How interested is your teacher in what you do outside of class? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? s-tint-q2 s-tint-q1 X Q18 Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
97 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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? If you walked into class upset, how concerned would your teacher be? How interested in your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? 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) If you walked into class upset, how concerned would your teacher be? How interested is your teacher in what you do outside of class? If you walked into class upset, how concerned would your teacher be? How interested is your teacher in what you do outside of class? s-tint-q3 s-tint-q2 Q19 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
98 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? 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 came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? If you came back to visit class three years from now, how excited would your teacher be to see you? If you walked into class upset, how concerned would your teacher be? s-tint-q4 s-tint-q3 Q20 Q19 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
99 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to 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 had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? If you had something on your mind, how carefully would your teacher listen to you? If you came back to visit class three years from now, how excited would your teacher be to see you? s-tint-q5 s-tint-q4 Q21 Q20 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
100 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B This is a subcategory description. 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. 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.5 4.41 4.51 Valuing of Learning Student-Teacher Relationships This is a measure description. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2C-i 2B-ii 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.5 4.71 4.51 Students TRUE TRUE If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school 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? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? Overall, how important is school to you? If you had something on your mind, how carefully would your teacher listen to you? s-vale-q1 s-tint-q5 Q50 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
101 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Valuing of Learning This is a measure description. 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? How curious are you to learn more about things you talked about in school? Overall, how important is school to you? s-vale-q2 s-vale-q1 Q53 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
102 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Valuing of Learning This is a measure description. 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning 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 much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? How much do you enjoy learning in school? How curious are you to learn more about things you talked about in school? s-vale-q3 s-vale-q2 X Q54 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
103 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Valuing of Learning This is a measure description. 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 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students TRUE TRUE How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? 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 see yourself as a learner? How much do you enjoy learning in school? How much do you see yourself as a learner? How much do you enjoy learning in school? s-vale-q4 s-vale-q3 X Q55 Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
104 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge Valuing of Learning This is a measure description. 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 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.7 4.51 4.71 Teachers Students TRUE TRUE How much do you see yourself as a learner? How well does your school foster academic challenge for all students? How much do you see yourself as a learner? How well does your school foster academic challenge for all students? 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? t-acch-q1 s-vale-q4 #N/A Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
105 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge This is a measure description. 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 effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? 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-q2 t-acch-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
106 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C This is a subcategory description. 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. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Academic Challenge This is a measure description. 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 thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving 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-q3 t-acch-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
107 Resources School Culture 3 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Community Support Academic Orientation 3C 2C This is a subcategory description. 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. 2.494285714 2.98 2.504285714 2.99 3.004285714 3.49 3.014285714 3.5 3.504285714 3.99 3.514285714 4 4.482142857 4.4 4.492142857 4.41 Community Involvement & External Partners Academic Challenge This is a measure description. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3C-ii 2C-ii 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51 Teachers TRUE TRUE How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does your school challenge students who are thriving academically? How effectively does this school connect with immigrant families, providing translation when necessary? 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 this school connect with immigrant parents, providing translation when necessary? 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-ceng-q1 t-acch-q3 #N/A 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.5 4.41 4.51
108 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Community Involvement & External Partners This is a measure description. 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 respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? 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 respond to the needs and values the surrounding community? 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-q2 t-ceng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
109 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Community Involvement & External Partners This is a measure description. 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? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? 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-q3 t-ceng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
110 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Community Involvement & External Partners This is a measure description. 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? Overall, how effectively does this school connect with the community? To what extent are all groups of parents represented in the governance of the school? Overall, how effectively does this school connect with the community? 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-q4 t-ceng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
111 Teachers & Leadership Resources 1 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Leadership Community Support 1B 3C This is a subcategory description. 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. 2.396666667 2.494285714 2.406666667 2.504285714 2.906666667 3.004285714 2.916666667 3.014285714 3.406666667 3.504285714 3.416666667 3.514285714 4.433333333 4.482142857 4.443333333 4.492142857 Support For Teaching Development & Growth Community Involvement & External Partners This is a measure description. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 1B-ii 3C-ii 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41 Teachers TRUE TRUE Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? Overall, how effectively does this school connect with the community? How often do teachers here work together to plan curriculum and instruction? 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-coll-q1 t-ceng-q4 #N/A 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.5 4.4 4.51 4.41
112 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Support For Teaching Development & Growth This is a measure description. 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 hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here work together to plan curriculum and instruction? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 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-q2 t-coll-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
113 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Support For Teaching Development & Growth This is a measure description. 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 often do teachers here collaborate to make the school run effectively? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How often do teachers here collaborate to make the school run effectively? 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-q3 t-coll-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
114 Resources Teachers & Leadership 3 1 This is a category description. 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. This is a category short description. 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. Learning Resources Leadership 3B 1B This is a subcategory description. 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. 2.518888889 2.396666667 2.528888889 2.406666667 3.028888889 2.906666667 3.038888889 2.916666667 3.528888889 3.406666667 3.538888889 3.416666667 4.477777778 4.433333333 4.487777778 4.443333333 Cultural Responsiveness Support For Teaching Development & Growth This is a measure description. Draws on anonymous teacher reports on the quality of professional development. 3B-ii 1B-ii 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.51 Teachers TRUE TRUE How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do teachers here collaborate to make the school run effectively? How able are you to integrate material from different cultures into your instruction either online or in person?' 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 able are you to integrate material from different cultures into your class? 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-cure-q1 t-coll-q3 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.6 4.5 4.61 4.51
115 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? 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-q2 t-cure-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
116 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? 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-q3 t-cure-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
117 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Cultural Responsiveness This is a measure description. 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 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51 Teachers TRUE TRUE How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? 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-q4 t-cure-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
118 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety Cultural Responsiveness This is a measure description. 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-i 3B-ii 2.308571429 2.68 2.318571429 2.69 2.818571429 3.19 2.828571429 3.2 3.318571429 3.69 3.328571429 3.7 4.464285714 4.5 4.474285714 4.51 Teachers TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? How motivated are you to integrate culturally diverse content in your classroom? Overall, how rigorous is the curriculum that you are expected to teach? 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-curv-q1 t-cure-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
119 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Teachers TRUE TRUE Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent 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-q2 t-curv-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
120 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 Teachers TRUE TRUE How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 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-q3 t-curv-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
121 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.518888889 2.528888889 3.028888889 3.038888889 3.528888889 3.538888889 4.477777778 4.487777778 Curricular Strength & Variety This is a measure description. 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 2.308571429 2.318571429 2.818571429 2.828571429 3.318571429 3.328571429 4.464285714 4.474285714 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? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? 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-q4 t-curv-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
122 Community & Wellbeing Resources 5 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Creative & Performing Arts Learning Resources 5C 3B This is a subcategory description. 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. 2.48 2.518888889 2.49 2.528888889 2.99 3.028888889 3 3.038888889 3.49 3.528888889 3.5 3.538888889 4.5 4.477777778 4.51 4.487777778 Participation In Creative & Performing Arts Curricular Strength & Variety This is a measure description. 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. 5C-i 3B-i 2.48 2.308571429 2.49 2.318571429 2.99 2.818571429 3 2.828571429 3.49 3.318571429 3.5 3.328571429 4.5 4.464285714 4.51 4.474285714 Teachers TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? 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 well-rounded is the curriculum that you and your colleagues teach? How well-rounded is the curriculum that you and your colleagues teach? In a typical week at your school, what is the average amount of time students spend in creative arts instruction or activities? 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-expa-q2 t-curv-q4 #N/A 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.6 4.31 4.61
123 Community & Wellbeing 5 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Participation In Creative & Performing Arts This is a measure description. 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 4.5 4.51 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 maximum 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 maximum 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-q3 t-expa-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
124 Teachers & Leadership Community & Wellbeing 1 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Creative & Performing Arts 1A 5C This is a subcategory description. 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. 2.756190476 2.48 2.766190476 2.49 3.266190476 2.99 3.276190476 3 3.766190476 3.49 3.776190476 3.5 4.504761905 4.5 4.514761905 4.51 Effective Practices Participation In Creative & Performing Arts This is a measure description. 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. 1A-ii 5C-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.4 4.5 4.41 4.51 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? How confident are you in your ability to present material clearly? 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 confident are you in your ability to present material clearly? 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-ieff-q1 t-expa-q3 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
125 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Teachers TRUE TRUE How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to present material clearly? How confident are you in your ability to identify gaps in student understanding? 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-q2 t-ieff-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
126 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Teachers TRUE TRUE How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to identify gaps in student understanding? How confident are you in your ability to provide extra help to students who need it? 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-q3 t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
127 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 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 make material interesting for students? How confident are you in your ability to provide extra help to students who need it? How confident are you in your ability to make material interesting for students? 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-q4 t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
128 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 Teachers & The Teaching Environment 1B 1A This is a subcategory description. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 Effective Leadership Effective Practices This is a measure description. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1B-i 1A-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41 Teachers TRUE TRUE How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? How confident are you in your ability to make material interesting for students? How effectively does your principal communicate a clear vision of teaching and learning? 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-inle-q1 t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
129 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Effective Leadership School Leadership This is a measure description. 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 press teachers to engage in good pedagogical practice? How effectively does your principal communicate a clear vision of teaching and learning? How effectively does your principal press teachers to engage in good pedagogical practice? 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-q2 t-inle-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
130 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Effective Leadership School Leadership This is a measure description. 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 much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How effectively does your principal press teachers to engage in good pedagogical practice? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 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 much does your principal know about what's going on in teachers' classrooms? 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-q3 t-inle-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
131 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 Leadership 1A 1B This is a subcategory description. 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. 2.756190476 2.396666667 2.766190476 2.406666667 3.266190476 2.906666667 3.276190476 2.916666667 3.766190476 3.406666667 3.776190476 3.416666667 4.504761905 4.433333333 4.514761905 4.443333333 Professional Community School Leadership This is a measure description. 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. 1A-iii 1B-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.566666667 4.5 4.576666667 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 many teachers in this school feel responsible for helping each other do their best? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How many teachers in this school feel responsible for helping each other do their best? 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-pcom-q1 t-inle-q3 #N/A 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.7 4.5 4.71 4.51
132 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? How many teachers in this school feel responsible for helping each other do their best? How many teachers in this school take responsibility for improving the school? 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-q2 t-pcom-q1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
133 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? How many teachers in this school take responsibility for improving the school? This year, how often have you had conversations with your colleagues about what helps students learn? 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-q3 t-pcom-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
134 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had conversations with your colleagues about what helps students learn? As a faculty, how well do you do talking through views, opinions, and values? 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-q4 t-pcom-q3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
135 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.566666667 4.576666667 Teachers TRUE TRUE As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? As a faculty, how well do you do talking through views, opinions, and values? This year, how often have you had colleagues observe your classroom? 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-q5 t-pcom-q4 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
136 Resources Teachers & Leadership 3 1 This is a category description. 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. This is a category short description. 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. Community Support Teachers & The Teaching Environment 3C 1A This is a subcategory description. 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. 2.494285714 2.756190476 2.504285714 2.766190476 3.004285714 3.266190476 3.014285714 3.276190476 3.504285714 3.766190476 3.514285714 3.776190476 4.482142857 4.504761905 4.492142857 4.514761905 Family-School Relationships Professional Community This is a measure description. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 3C-i 1A-iii 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 4.566666667 4.41 4.576666667 Teachers TRUE TRUE This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? This year, how often have you had colleagues observe your classroom? How often do you connect with parents at your school? 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-peng-q1 t-pcom-q5 #N/A 2.18 2.68 2.19 2.69 2.69 3.19 2.7 3.2 3.19 3.69 3.2 3.7 4.4 4.7 4.41 4.71
137 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Family-School Relationships This is a measure description. 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 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-q2 t-peng-q1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
138 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Family-School Relationships This is a measure description. 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 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-q3 t-peng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
139 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.494285714 2.504285714 3.004285714 3.014285714 3.504285714 3.514285714 4.482142857 4.492142857 Family-School Relationships This is a measure description. 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 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-q4 t-peng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
140 Community & Wellbeing Resources 5 3 This is a category description. 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. This is a category short description. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C This is a subcategory description. 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. 2.396666667 2.494285714 2.406666667 2.504285714 2.906666667 3.004285714 2.916666667 3.014285714 3.406666667 3.504285714 3.416666667 3.514285714 4.433333333 4.482142857 4.443333333 4.492142857 Physical Health Family-School Relationships This is a measure description. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 5D-ii 3C-i 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.25 4.4 4.26 4.41 Teachers TRUE TRUE How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often does the average parent help out at your school? How often does the average parent help out at your school? In a typical week at your school, what is the average amount of time students spend engaged in physical activity? 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-phya-q2 t-peng-q4 #N/A 2.23 2.18 2.24 2.19 2.74 2.69 2.75 2.7 3.24 3.19 3.25 3.2 4.3 4.4 4.31 4.41
141 Community & Wellbeing 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Physical Health This is a measure description. 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 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26 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 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-q3 t-phya-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
142 Teachers & Leadership Community & Wellbeing 1 5 This is a category description. 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. This is a category short description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Teachers & The Teaching Environment Health 1A 5D This is a subcategory description. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.756190476 2.396666667 2.766190476 2.406666667 3.266190476 2.906666667 3.276190476 2.916666667 3.766190476 3.406666667 3.776190476 3.416666667 4.504761905 4.433333333 4.514761905 4.443333333 Professional Qualifications Physical Health This is a measure description. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 1A-i 5D-ii 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.45 4.25 4.46 4.26 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? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 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-prep-q1 t-phya-q3 #N/A 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.7 4.3 4.71 4.31
143 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Qualifications This is a measure description. 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 4.45 4.46 Teachers TRUE TRUE Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? How prepared are you for teaching the topics that you are expected to teach in your assignment? 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-q2 t-prep-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
144 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.756190476 2.766190476 3.266190476 3.276190476 3.766190476 3.776190476 4.504761905 4.514761905 Professional Qualifications This is a measure description. 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 4.45 4.46 Teachers TRUE TRUE How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? How prepared are you for teaching the topics that you are expected to teach in your assignment? How confident are you in working with the student body at your school? 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-q3 t-prep-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
145 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 Teachers & The Teaching Environment 1B 1A This is a subcategory description. 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. 2.396666667 2.756190476 2.406666667 2.766190476 2.906666667 3.266190476 2.916666667 3.276190476 3.406666667 3.766190476 3.416666667 3.776190476 4.433333333 4.504761905 4.443333333 4.514761905 Effective Leadership Professional Qualifications This is a measure description. 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. 1B-i 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.45 4.51 4.46 Teachers TRUE TRUE How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? How confident are you in working with the student body at your school? To what extent do you trust your principal at his or her word? 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-prtr-q1 t-prep-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
146 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Effective Leadership School Leadership This is a measure description. 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? At your school, how comfortable are you raising concerns with the principal? To what extent do you trust your principal at his or her word? At your school, how comfortable are you raising concerns with the principal? 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-q2 t-prtr-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
147 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Effective Leadership School Leadership This is a measure description. 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? How much do you trust your principal to stand up for you in disagreements with parents? At your school, how comfortable are you raising concerns with the principal? How much do you trust your principal to stand up for you in disagreements with parents? 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-q3 t-prtr-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
148 Academic Learning Teachers & Leadership 4 1 This is a category description. 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. This is a category short description. 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. Critical Thinking Leadership 4C 1B This is a subcategory description. 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. 2.18 2.396666667 2.19 2.406666667 2.69 2.906666667 2.7 2.916666667 3.19 3.406666667 3.2 3.416666667 4.4 4.433333333 4.41 4.443333333 Problem Solving Emphasis School Leadership This is a measure description. 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. 4C-i 1B-i 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.5 4.41 4.51 Teachers FALSE TRUE How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? How much do you trust your principal to stand up for you in disagreements with parents? How often do students at your school come up with their own interpretations of material? 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-psol-q1 t-prtr-q3 #N/A 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.5 4.41 4.51
149 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C This is a subcategory description. 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Problem Solving Emphasis This is a measure description. 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 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 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-q2 t-psol-q1 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
150 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C This is a subcategory description. 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. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Problem Solving Emphasis This is a measure description. 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 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 apply ideas they have learned to new situations? 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 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-q3 t-psol-q2 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
151 School Culture Academic Learning 2 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Relationships Critical Thinking 2B 4C This is a subcategory description. 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. 2.23 2.18 2.24 2.19 2.74 2.69 2.75 2.7 3.24 3.19 3.25 3.2 4.5 4.4 4.51 4.41 Student Sense of Belonging Problem Solving Emphasis This is a measure description. 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. 2B-i 4C-i 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 Teachers TRUE TRUE How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? How often do students collaborate in class to solve complex problems either online or in person? How much do students at this school care about each other? 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-psup-q1 t-psol-q3 #N/A 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41
152 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 often do students at this school help each other learn? How much do students at this school care about each other? How often do students at this school help each other learn? 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-q2 t-psup-q1 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
153 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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 well do students at this school get along with each other? How often do students at this school help each other learn? How well do students at this school get along with each other? 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-q3 t-psup-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
154 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B This is a subcategory description. 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 This is a measure description. 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? At this school, how respectful are students to each other? How well do students at this school get along with each other? At this school, how respectful are students to 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-q4 t-psup-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
155 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B This is a subcategory description. 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 4.3 4.5 4.31 4.51 Student Emotional Safety Student Sense of Belonging This is a measure description. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2A-ii 2B-i 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 Teachers TRUE TRUE At this school, how respectful are students to each other? How often are students bullied at school or online? At this school, how respectful are students to each other? How often are students bullied at school or online? At this school, how respectful are students to each other? At this school, how respectful are students to each other? How often are students bullied at school? How often are students bullied at school? 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-pvic-q1 t-psup-q4 #N/A 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51
156 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Emotional Safety This is a measure description. 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 because of who they are? How often are students bullied at school or online? How often are students bullied because of who they are? 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-q2 t-pvic-q1 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
157 School Culture 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A This is a subcategory description. 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Student Emotional Safety This is a measure description. 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? Overall, how unkind are students to each other? How often are students bullied because of who they are? Overall, how unkind are students to each other? 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-q3 t-pvic-q2 X #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
158 Teachers & Leadership School Culture 1 2 This is a category description. 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. This is a category short description. Measures the degree to which the school environment is safe, caring, and academically-oriented. Leadership Safety 1B 2A This is a subcategory description. 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. 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.433333333 4.3 4.443333333 4.31 Support For Teaching Development & Growth Student Emotional Safety This is a measure description. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 1B-ii 2A-ii 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51 Teachers TRUE TRUE Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? Overall, how unkind are students to each other? To what extent has your professional development been connected to the topics you teach? 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-qupd-q1 t-pvic-q3 #N/A 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.5 4.51
159 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Support For Teaching Development & Growth This is a measure description. 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? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development been connected to the topics you teach? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 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-q2 t-qupd-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
160 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Support For Teaching Development & Growth This is a measure description. 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)? To what extent has your professional development included enough time to explore new ideas? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? To what extent has your professional development included enough time to explore new ideas? 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-q3 t-qupd-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
161 Teachers & Leadership 1 This is a category description. 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. This is a category short description. 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 This is a subcategory description. 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. 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Support For Teaching Development & Growth This is a measure description. 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? Overall, how strong has support for your professional growth been? To what extent has your professional development included enough time to explore new ideas? Overall, how strong has support for your professional growth been? 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-q4 t-qupd-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
162 Resources Teachers & Leadership 3 1 This is a category description. 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. This is a category short description. 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. Facilities & Personnel Leadership 3A 1B This is a subcategory description. 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. 2.23 2.396666667 2.24 2.406666667 2.74 2.906666667 2.75 2.916666667 3.24 3.406666667 3.25 3.416666667 4.5 4.433333333 4.51 4.443333333 Physical Space & Materials Support For Teaching Development & Growth This is a measure description. Draws on anonymous teacher reports on the quality of professional development. 3A-i 1B-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 4.5 4.31 4.51 Teachers TRUE TRUE Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? Overall, how strong has support for your professional growth been? How adequate is your access to the materials you need to effectively teach? 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-reso-q1 t-qupd-q4 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.25 4.5 4.26 4.51
163 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is your access to the materials 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 materials 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 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-q2 t-reso-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
164 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? 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-q3 t-reso-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
165 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How sufficient is the physical space for school activities? 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-q4 t-reso-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
166 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Teachers TRUE TRUE How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities 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 well-maintained are school facilities? How well-maintained are school facilities? 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-q5 t-reso-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
167 Academic Learning Resources 4 3 This is a category description. 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. This is a category short description. 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 Facilities & Personnel 4A 3A This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.51 Overall Performance Physical Space & Materials This is a measure description. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 4A-i 3A-i 2.396666667 2.23 2.406666667 2.24 2.906666667 2.74 2.916666667 2.75 3.406666667 3.24 3.416666667 3.25 4.566666667 4.3 4.576666667 4.31 Teachers TRUE TRUE How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how academically able are your students? How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how academically able are your students? How well-maintained are school facilities during the pandemic? How well-maintained are school facilities during the pandemic? Relative to what you know of students this age, how much effort did your students put forth in your class this year? How well-maintained are school facilities? How well-maintained are school facilities? How well-maintained are school facilities? t-sach-q1 t-reso-q5 #N/A 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.5 4.25 4.51 4.26
168 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Overall Performance This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 Teachers TRUE TRUE Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how academically able are 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? 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-q2 t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
169 Academic Learning 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A This is a subcategory description. 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. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Overall Performance This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.566666667 4.576666667 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 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 s/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 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-q3 t-sach-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
170 Resources Academic Learning 3 4 This is a category description. 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. This is a category short description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Facilities & Personnel Performance 3A 4A This is a subcategory description. 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. 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.51 Content Specialists & Support Staff Overall Performance This is a measure description. 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. 3A-ii 4A-i 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.566666667 4.443333333 4.576666667 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? Overall, how effective is the support students receive from non-teaching staff? 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? Overall, how effective is the support students receive from non-teaching staff? 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-sust-q1 t-sach-q3 #N/A 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.25 4.5 4.26 4.51
171 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Teachers TRUE TRUE Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support 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-q2 t-sust-q1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
172 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 Teachers TRUE TRUE How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? 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-q3 t-sust-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
173 Resources 3 This is a category description. 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. This is a category short description. 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 This is a subcategory description. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Content Specialists & Support Staff This is a measure description. 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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 who are struggling academically? 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 who are struggling academically? 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 who are struggling academically? 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-q4 t-sust-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
174 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. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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 2.396666667 2.406666667 2.906666667 2.916666667 3.406666667 3.416666667 4.433333333 4.443333333 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
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spec/lib/seeder_spec.rb
Unescape View File

@ -180,6 +180,28 @@ describe Seeder do
end
end
context 'admin data items' do
context 'when deprecated admin items exist in the database' do
before :each do
admin_data_item_1 = create(:admin_data_item, admin_data_item_id: 'a-cppm-i1')
create(:admin_data_value, admin_data_item_id: admin_data_item_1.id)
admin_data_item_2 = create(:admin_data_item, admin_data_item_id: 'a-ovpe-i2')
create(:admin_data_value, admin_data_item_id: admin_data_item_2.id)
admin_data_item_3 = create(:admin_data_item, admin_data_item_id: 'a-phys-i2')
create(:admin_data_value, admin_data_item_id: admin_data_item_3.id)
seeder.seed_sqm_framework sample_sqm_framework_csv
end
it 'removes the outdated admin items' do
expect(AdminDataItem.count).to eq 31
expect(AdminDataItem.find_by_admin_data_item_id('a-cppm-i1').nil?).to eq true
expect(AdminDataItem.find_by_admin_data_item_id('a-ovpe-i2').nil?).to eq true
expect(AdminDataItem.find_by_admin_data_item_id('a-phys-i2').nil?).to eq true
end
end
end
context 'the sqm framework' do
before do
school_culture_category = create(:category, category_id: '2', sort_index: -1)
@ -204,7 +226,7 @@ describe Seeder do
}.by(136)
.and change {
AdminDataItem.count
}.by(32)
}.by(30)
end
context 'updates records to match given data' do
@ -216,8 +238,8 @@ describe Seeder do
teachers_leadership = Category.find_by_name 'Teachers & Leadership'
expect(teachers_leadership.slug).to eq 'teachers-and-leadership'
expect(teachers_leadership.description).to eq 'This is a category description.'
expect(teachers_leadership.short_description).to eq 'This is a category short description.'
expect(teachers_leadership.description).to eq("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.")
expect(teachers_leadership.short_description).to eq "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."
end
it 'updates category sort index to match a predefined order' do
@ -230,13 +252,13 @@ describe Seeder do
it 'updates subcategory data' do
subcategory = Subcategory.find_by_name 'Safety'
expect(subcategory.description).to eq 'This is a subcategory description.'
expect(subcategory.description).to eq '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.'
end
it 'updates measure data' do
measure = Measure.find_by_measure_id '2A-i'
expect(measure.name).to eq 'Student Physical Safety'
expect(measure.description).to eq 'This is a measure description.'
expect(measure.description).to eq '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.'
end
it 'updates scale references' do
@ -271,7 +293,7 @@ describe Seeder do
expect(admin_data_item.growth_low_benchmark).to eq 3.5
expect(admin_data_item.approval_low_benchmark).to eq 4
expect(admin_data_item.ideal_low_benchmark).to eq 4.71
expect(admin_data_item.description).to eq 'Student to suspensions ratio'
expect(admin_data_item.description).to eq 'Percent of students suspended'
expect(admin_data_item.hs_only_item).to be false
hs_admin_data_item = AdminDataItem.find_by_admin_data_item_id 'a-curv-i1'

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