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Seed db with surveys to keep track of school, year, and survey type

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Seed db with survey_item information to keep track of which survey_item is on the short form survey.  REcalculate response rate depending on whether school to regular survey or short form survey.

Correct score for short form schools.  Finishes #181284202
pull/1/head
rebuilt 4 years ago committed by Nelson Jovel
parent 2a2777745a
commit 286e74b651
24 changed files with 933 additions and 573 deletions
Show Stats Download Patch File Download Diff File

27
app/lib/seeder.rb
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@ -24,13 +24,30 @@ class Seeder
school = School.find_or_initialize_by dese_id: dese_id, district: district
school.name = school_name
school.qualtrics_code = school_code
school.is_hs = is_hs? hs
school.is_hs = marked? hs
school.save!
end
School.where.not(dese_id: dese_ids).destroy_all
end
def seed_surveys(csv_file)
CSV.parse(File.read(csv_file), headers: true) do |row|
district_name = row['District'].strip
district = District.find_or_create_by! name: district_name
dese_id = row['DESE School ID'].strip
school = School.find_or_initialize_by dese_id: dese_id, district: district
academic_years = AcademicYear.all
academic_years.each do |academic_year|
short_form = row["Short Form Only (#{academic_year.range})"]
survey = Survey.find_or_initialize_by(school:, academic_year:)
is_short_form_school = marked?(short_form)
survey.form = is_short_form_school ? Survey.forms[:short] : Survey.forms[:normal]
survey.save!
end
end
end
def seed_respondents(csv_file)
schools = []
year = '2020-21'
@ -79,6 +96,7 @@ class Seeder
growth_low = row['Item Growth Low'].try(:strip)
approval_low = row['Item Approval Low'].try(:strip)
ideal_low = row['Item Ideal Low'].try(:strip)
on_short_form = row['On Short Form?'].try(:strip)
measure_description = row['Measure Description'].try(:strip)
next if row['Source'] == 'No source'
@ -98,6 +116,7 @@ class Seeder
survey_item.growth_low_benchmark = growth_low if growth_low
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
end
@ -108,7 +127,7 @@ class Seeder
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.hs_only_item = is_hs? row['HS only admin item?']
admin_data_item.hs_only_item = marked? row['HS only admin item?']
admin_data_item.save!
end
end
@ -116,7 +135,7 @@ class Seeder
private
def is_hs?(is_hs)
is_hs.present? ? is_hs.strip == 'X' : false
def marked?(mark)
mark.present? ? mark.upcase.strip == 'X' : false
end
end

25
app/models/scale.rb
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@ -5,9 +5,15 @@ class Scale < ApplicationRecord
def score(school:, academic_year:)
@score ||= Hash.new do |memo|
memo[[school, academic_year]] = survey_items.map do |survey_item|
survey_item.score(school:, academic_year:)
end.average
memo[[school, academic_year]] = begin
items = []
items << student_survey_items(school:, academic_year:)
items << teacher_survey_items
items.flatten.map do |survey_item|
survey_item.score(school:, academic_year:)
end.average
end
end
@score[[school, academic_year]]
end
@ -18,4 +24,17 @@ class Scale < ApplicationRecord
scope :student_scales, lambda {
where("scale_id LIKE 's-%'")
}
private
def teacher_survey_items
survey_items.teacher_survey_items
end
def student_survey_items(school:, academic_year:)
survey = Survey.where(school:, academic_year:).first
return survey_items.student_survey_items.short_form_items if survey.form == 'short'
survey_items.student_survey_items
end
end

11
app/models/student_response_rate.rb
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@ -4,7 +4,16 @@ class StudentResponseRate
private
def survey_item_count
@survey_item_count ||= @subcategory.measures.map { |measure| measure.student_survey_items.count }.sum
# @survey_item_count ||= @subcategory.measures.map { |measure| measure.student_survey_items.count }.sum
@survey_item_count ||= begin
survey = Survey.where(school: @school, academic_year: @academic_year).first
if survey.form == 'normal'
SurveyItem.includes(%i[scale measure]).student_survey_items.where("scale.measure": @subcategory.measures).count
else
SurveyItem.includes(%i[scale
measure]).student_survey_items.where("scale.measure": @subcategory.measures).where(on_short_form: true).count
end
end
end
def response_count

9
app/models/survey.rb
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@ -0,0 +1,9 @@
class Survey < ApplicationRecord
belongs_to :academic_year
belongs_to :school
enum form: {
normal: 0,
short: 1
}, _default: :normal
end

4
app/models/survey_item.rb
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@ -1,6 +1,7 @@
class SurveyItem < ActiveRecord::Base
belongs_to :scale
has_one :measure, through: :scale
has_one :subcategory, through: :measure
has_many :survey_item_responses
@ -18,4 +19,7 @@ class SurveyItem < ActiveRecord::Base
scope :teacher_survey_items, lambda {
where("survey_item_id LIKE 't-%'")
}
scope :short_form_items, lambda {
where(on_short_form: true)
}
end

397
data/master_list_of_schools_and_districts.csv
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@ -1,198 +1,199 @@
District,School Name,District Code,School Code,DESE School ID,HS?,School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Attleboro,A. Irvin Studley Elementary School,1,7,00160001,,,75,26.90
Attleboro,Thomas Willett Elementary School,1,9,00160035,,,70,26.40
Attleboro,Hyman Fine Elementary School,1,6,00160040,,,86,31.50
Attleboro,Hill-Roberts Elementary School,1,5,00160045,,,97,28.10
Attleboro,Peter Thacher Elementary School,1,8,00160050,,,94,34.60
Attleboro,Robert J. Coelho Middle School,1,3,00160305,,,633,38.80
Attleboro,Cyril K. Brennan Middle School,1,2,00160315,,,620,41.30
Attleboro,Wamsutta Middle School,1,4,00160320,,,578,37.00
Attleboro,Attleboro High School,1,1,00160505,X,,1792,114.70
Boston,Lee Academy,2,,00350001,,,0,19.20
Boston,Baldwin Early Learning Pilot Academy ,2,117,00350003,,,0,15.00
Boston,Mary Lyon K-8 School,2,66,00350004,,,76,17.40
Boston,West Zone Early Learning Center ,2,123,00350006,,,0,12.00
Boston,Ellison/Parks Early Education School,2,120,00350008,,,0,21.00
Boston,East Boston Early Education Center ,2,119,00350009,,,0,19.30
Boston,Haynes Early Education Center ,2,121,00350010,,,0,16.50
Boston,Boston Teachers Union K-8 School,2,14,00350012,,,157,20.20
Boston,Jackson/Mann K-8 School,2,57,00350013,,,235,53.30
Boston,Pauline A. Shaw Elementary School,2,98,00350014,,,0,15.50
Boston,Curley K-8 School,2,26,00350020,,,474,100.30
Boston,Ludwig van Beethoven Elementary School,2,5,00350021,,,0,24.50
Boston,William E. Carter School,2,124,00350036,,,27,2.00
Boston,Charles Sumner Elementary School,2,100,00350052,,,145,42.30
Boston,Charles H. Taylor Elementary School,2,101,00350054,,,111,37.00
Boston,Curtis Guild Elementary School,2,45,00350062,,,101,29.30
Boston,Dante Alghieri Montessori School,2,2,00350066,,,28,10.30
Boston,David A. Ellis Elementary School,2,35,00350072,,,113,37.60
Boston,Henry Dearborn STEM Academy,2,27,00350074,X,,578,52.50
Boston,Dennis Haley K-8 School,2,47,00350077,,,199,45.70
Boston,Donald McKay K-8 School,2,73,00350080,,,452,70.10
Boston,Edward Everett Elementary School,2,37,00350088,,,123,23.00
Boston,John Eliot K-8 School,2,34,00350096,,,386,57.40
Boston,Ellis Mendell School,2,79,00350100,,,82,26.50
Boston,Franklin D. Roosevelt K-8 School,2,96,00350116,,,222,36.80
Boston,George H. Conley Elementary School,2,25,00350122,,,96,22.80
Boston,Edward M. Kennedy Academy for Health Careers,2,58,04520505,X,,385,36.30
Boston,Henry Grew Elementary School,2,44,00350135,,,67,17.80
Boston,Oliver Wendell Holmes Elementary School,2,53,00350138,,,81,31.90
Boston,Hugh R. O'Donnell Elementary School,2,87,00350141,,,99,24.50
Boston,James F. Condon K-8 School,2,24,00350146,,,419,64.20
Boston,James W. Hennigan K-8 School,2,50,00350153,,,366,49.80
Boston,James J. Chittick Elementary School,2,20,00350154,,,71,34.20
Boston,James Otis Elementary School,2,90,00350156,,,136,36.60
Boston,John F. Kennedy Elementary School,2,59,00350166,,,115,27.10
Somerville,John F. Kennedy Elementary School,5,6,02740083,,,251,36.60
Boston,UP Academy Holland,2,110,00350167,,,216,48.50
Boston,John D. Philbrick Elementary School,2,93,00350172,,,33,14.90
Boston,John W. McCormack Middle School,2,72,00350179,,,250,26.50
Boston,John Winthrop Elementary School,2,115,00350180,,,56,27.00
Boston,Joseph P. Tynan Elementary School,2,106,00350181,,,77,28.10
Boston,Joseph Hurley K-8 School,2,55,00350182,,,152,22.50
Boston,Joseph Lee K-8 School,2,64,00350183,,,320,65.90
Boston,Joseph P. Manning Elementary School,2,69,00350184,,,69,16.20
Boston,Joyce Kilmer K-8 School,2,62,00350190,,,210,43.00
Boston,Harvard/Kent Elementary School,2,48,00350200,,,156,45.20
Boston,Manassah E. Bradley Elementary School,2,15,00350215,,,105,21.70
Boston,Mattahunt,2,122,00350226,,,#N/A,#N/A
Boston,Mather Elementary School,2,71,00350227,,,152,45.40
Boston,Maurice Tobin K-8 School,2,104,00350229,,,229,35.80
Boston,Michael J. Perkins Elementary School,2,91,00350231,,,78,18.40
Boston,Wolfgang A. Mozart Elementary School,2,82,00350237,,,46,18.30
Boston,Richard J. Murphy K-8 School,2,84,00350240,,,556,70.10
Boston,Nathan Hale Elementary School,2,46,00350243,,,68,19.00
Boston,Oliver Hazard Perry K-8 School,2,92,00350255,,,81,23.70
Boston,Orchard Gardens K-8 School,2,89,00350257,,,452,74.10
Boston,William Ohrenberger School,2,88,00350258,,,452,44.80
Boston,Patrick Lyndon K-8 School,2,65,00350262,,,304,52.50
Boston,Patrick Kennedy Elementary School,2,60,00350264,,,108,26.20
Boston,Dr. William W. Henderson K-12 Inclusion School,2,49,00350266,X,,0,21.80
Boston,Paul A. Dever Elementary School,2,28,00350268,,,121,39.40
Boston,Phineas Bates Elementary School,2,4,00350278,,,69,23.40
Boston,Josiah Quincy Elementary School,2,94,00350286,,,245,65.70
Boston,Josiah Quincy Upper School,2,95,00350565,X,,535,48.70
Boston,Clap Elementary School,2,21,00350298,,,47,13.40
Boston,Samuel Adams Elementary School,2,1,00350302,,,79,28.40
Boston,Samuel Mason Elementary School,2,70,00350304,,,64,28.30
Boston,Sarah Greenwood K-8 School,2,43,00350308,,,183,35.60
Boston,Gardner Pilot Academy,2,41,00350326,,,199,31.60
Boston,Thomas J. Kenny Elementary School,2,61,00350328,,,153,33.40
Boston,Warren/Prescott K-8 School,2,112,00350346,,,236,48.10
Boston,William E. Channing Elementary School,2,18,00350360,,,69,23.70
Boston,William McKinley School,2,78,00350363,X,,252,58.50
Boston,William E. Russell Elementary School,2,97,00350366,,,87,34.40
Boston,William Monroe Trotter K-8 School,2,105,00350370,,,165,31.80
Boston,F. Lyman Winship Elementary School,2,114,00350374,,,32,23.00
Boston,Thomas Edison K-8 School,2,32,00350375,,,278,57.30
Boston,"Martin Luther King, Jr. K-8 School",2,63,00350376,,,231,55.70
Boston,Higginson-Lewis School,2,52,00350377,,,190,27.40
Boston,Mildred Avenue K-8 School,2,80,00350378,,,464,55.90
Boston,Young Achievers Science and Math K-8 School,2,116,00350380,,,314,54.50
Boston,Mission Hill K-8 School,2,81,00350382,,,107,24.50
Boston,Lilla G. Frederick Middle School,2,40,00350383,,,381,40.30
Boston,Blackstone Innovation School,2,6,00350390,,,156,55.70
Boston,Clarence R. Edwards Middle School,2,33,00350430,,,206,25.80
Boston,Washington Irving Middle School,2,56,00350445,,,184,27.80
Boston,James P. Timilty Middle School,2,103,00350485,,,233,31.70
Boston,Brighton High School,2,16,00350505,X,,402,49.80
Boston,Boston International Newcomers Academy,2,11,00350507,X,,398,54.10
Boston,Charlestown High School,2,19,00350515,X,,785,95.10
Boston,Community Academy,2,22,00350518,X,,51,12.70
Boston,Excel High School,2,38,00350522,X,,471,49.90
Boston,Jeremiah E. Burke High School,2,17,00350525,X,,390,34.90
Boston,East Boston High School,2,31,00350530,X,,1055,89.60
Boston,English High School,2,36,00350535,X,,518,58.10
Boston,Madison Park Technical Vocational High School,2,68,00350537,X,,1043,128.10
Boston,Fenway High School,2,39,00350540,X,,388,37.30
Boston,Another Course to College,2,3,00350541,X,,236,25.00
Boston,New Mission High School,2,85,00350542,X,,481,44.90
Boston,Greater Egleston High School,2,42,00350543,X,,114,10.70
Boston,Boston Latin Academy,2,12,00350545,X,,1787,94.00
Boston,Boston Arts Academy,2,7,00350546,X,,482,53.00
Boston,Margarita Muniz Academy,2,83,00350549,X,,315,27.70
Boston,Boston Community Leadership Academy,2,8,00350558,X,,478,44.60
Boston,Boston Latin School,2,13,00350560,X,,2483,126.00
Boston,John D. O'Bryant School of Mathematics and Science,2,86,00350575,X,,1624,110.20
Boston,Urban Science Academy,2,111,00350579,X,,#N/A,#N/A
Boston,Community Academy of Science and Health,2,23,00350581,X,,334,41.20
Boston,Mary Lyon High School,2,67,00350655,X,,137,16.60
Boston,Mario Umana Academy,2,107,00350656,,,500,64.00
Boston,TechBoston Academy,2,102,00350657,X,,901,95.00
Boston,West Roxbury Academy,2,113,00350658,X,,#N/A,#N/A
Boston,Snowden International School at Copley,2,99,00350690,X,,483,44.00
Boston,Rafael Hernandez K-8 School,2,51,00350691,,,177,28.30
Boston,Horace Mann School for the Deaf and Hard of Hearing,2,54,00350750,X,,50,35.50
Boston,Boston Collaborative High School,2,29,00350755,X,,160,15.30
Boston,Boston Adult Technical Academy ,2,118,00351002,X,,#N/A,#N/A
Boston,Boston Day and Evening Academy,2,9,00441006,X,,#N/A,#N/A
Lowell,Cardinal O'Connell Alternative School,3,3,01600001,,,0,9.00
Lowell,Bailey Elementary School,3,1,01600002,,,90,35.00
Lowell,STEM Academy at the Rogers School,3,20,01600005,,,510,59.00
Lowell,McAvinnue Elementary School,3,10,01600010,,,86,39.00
Lowell,Greenhalge Elementary School,3,5,01600015,,,88,37.00
Lowell,Pyne Arts School,3,15,01600018,,,264,38.20
Lowell,Abraham Lincoln Elementary School,3,52,01600020,,,90,39.00
Revere,Lincoln Elementary School,4,5,02480025,,,175,39.10
Winchester,Lincoln Elementary School,6,2,03440005,,,157,30.20
Lowell,Moody Elementary School,3,11,01600027,,,43,17.80
Lowell,Morey Elementary School,3,12,01600030,,,88,37.00
Lowell,Pawtucketville Memorial Elementary School,3,14,01600036,,,91,34.00
Lowell,Reilly Elementary School,3,16,01600040,,,89,32.20
Lowell,Shaughnessy Elementary School,3,19,01600050,,,92,38.00
Lowell,Washington Elementary School,3,25,01600055,,,46,23.00
Lowell,McAuliffe Elementary School,3,9,01600075,,,91,37.00
Lowell,Murkland Elementary School,3,13,01600080,,,87,35.00
Lowell,Laura Lee Therapeutic Day School,3,6,01600085,X,,23,6.80
Lowell,Bartlett Community Partnership School,3,26,01600090,,,256,40.80
Lowell,Butler Middle School,3,2,01600310,,,550,42.40
Lowell,Daley Middle School,3,4,01600315,,,691,50.20
Lowell,LeBlanc Therapeutic Day School,3,7,01600320,X,,36,7.30
Lowell,Robinson Middle School,3,18,01600330,,,658,45.40
Lowell,Sullivan Middle School,3,22,01600340,,,641,47.00
Lowell,Wang Middle School,3,24,01600345,,,668,46.00
Lowell,Stoklosa Middle School,3,21,01600360,,,656,53.60
Lowell,Lowell High School,3,8,01600505,X,,3048,212.90
Lowell,The Career Academy,3,23,01600515,X,,94,9.90
Lowell,Adie Day School,3,51,01600605,X,,32,11.00
Lowell,Riverside School,3,17,01600920,,,#N/A,#N/A
Milford,Memorial Elementary School,7,4,01850010,,,0,38.40
Milford,Brookside Elementary School,7,3,01850065,,,0,39.40
Milford,Shining Star Early Childhood Center,7,5,01850075,,,0,7.60
Milford,Woodland Elementary School,7,1,01850090,,,656,81.20
Milford,Stacy Middle School,7,26,01850305,,,1032,76.40
Milford,Milford High School,7,2,01850505,X,,1257,95.20
Revere,Whelan Elementary School,4,7,02480003,,,256,53.50
Revere,Beachmont Elementary School,4,1,02480013,,,97,29.00
Revere,Rumney Marsh Academy,4,9,02480014,,,600,50.50
Revere,Hill Elementary School,4,4,02480035,,,237,47.50
Revere,Paul Revere Elementary School,4,6,02480050,,,159,41.50
Revere,Garfield Elementary School,4,2,02480056,,,201,57.80
Revere,Garfield Middle School,4,3,02480057,,,568,44.90
Revere,Susan B. Anthony Middle School,4,8,02480305,,,575,49.00
Revere,Revere High School,4,10,02480505,X,,1978,135.60
Revere,Seacoast High School,4,11,02480520,X,,81,12.80
Somerville,Michael E. Capuano Early Childhood Center,5,12,02740005,,,0,23.30
Somerville,Benjamin G. Brown School,5,2,02740015,,,78,15.80
Somerville,Arthur D. Healey School,5,1,02740075,,,235,42.80
Somerville,Dr. Albert F. Argenziano School at Lincoln Park,5,3,02740087,,,290,45.70
Somerville,East Somerville Community School,5,4,02740111,,,392,54.20
Somerville,West Somerville Neighborhood School,5,9,02740115,,,193,29.30
Somerville,Winter Hill Community Innovation School,5,10,02740120,,,230,46.70
Somerville,Somerville High School,5,8,02740505,X,,1215,113.20
Somerville,Next Wave/Full Circle,5,5,02740510,X,,56,10.70
Wareham,John William Decas Elementary School,8,1,03100003,,,0,48.50
Wareham,Minot Forest Elementary School,8,2,03100017,,,134,25.70
Wareham,Wareham Middle School,8,3,03100305,,,533,36.00
Wareham,Wareham Cooperative Alternative School,8,8,03100315,X,,33,2.60
Wareham,Wareham High School,8,4,03100505,X,,585,59.20
Winchester,Lynch Elementary School,6,3,03440020,,,158,43.20
Winchester,Vinson-Owen Elementary School,6,5,03440025,,,136,36.30
Winchester,Muraco Elementary School,6,4,03440040,,,136,25.30
Winchester,Ambrose Elementary School,6,1,03440045,,,130,30.20
Winchester,McCall Middle School,6,6,03440305,,,1084,85.30
Winchester,Winchester High School,6,7,03440505,X,,1403,98.20
Boston,Dudley Street Neighborhood Charter School,2,30,04070405,,,77,10.30
Boston,Boston Green Academy,2,10,04110305,,,509,57.50
Boston,UP Academy Boston,2,108,04800405,,,349,35.30
Boston,UP Academy Dorchester,2,109,35050405,,,354,45.70
District,School Name,District Code,School Code,DESE School ID,HS?,Short Form Only (2020-21),School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Attleboro,A. Irvin Studley Elementary School,1,7,160001,,X,,75,26.9
Attleboro,Thomas Willett Elementary School,1,9,160035,,X,,70,26.4
Attleboro,Hyman Fine Elementary School,1,6,160040,,X,,86,31.5
Attleboro,Hill-Roberts Elementary School,1,5,160045,,X,,97,28.1
Attleboro,Peter Thacher Elementary School,1,8,160050,,X,,94,34.6
Attleboro,Robert J. Coelho Middle School,1,3,160305,,,,633,38.8
Attleboro,Cyril K. Brennan Middle School,1,2,160315,,,,620,41.3
Attleboro,Wamsutta Middle School,1,4,160320,,,,578,37
Attleboro,Attleboro High School,1,1,160505,X,,,1792,114.7
Boston,Lee Academy,2,0,350001,,,,0,19.2
Boston,Baldwin Early Learning Pilot Academy ,2,117,350003,,,,0,15
Boston,Mary Lyon K-8 School,2,66,350004,,,,76,17.4
Boston,West Zone Early Learning Center ,2,123,350006,,,,0,12
Boston,Ellison/Parks Early Education School,2,120,350008,,,,0,21
Boston,East Boston Early Education Center ,2,119,350009,,,,0,19.3
Boston,Haynes Early Education Center ,2,121,350010,,,,0,16.5
Boston,Boston Teachers Union K-8 School,2,14,350012,,,,157,20.2
Boston,Jackson/Mann K-8 School,2,57,350013,,,,235,53.3
Boston,Pauline A. Shaw Elementary School,2,98,350014,,,,0,15.5
Boston,Curley K-8 School,2,26,350020,,,,474,100.3
Boston,Ludwig van Beethoven Elementary School,2,5,350021,,,,0,24.5
Boston,William E. Carter School,2,124,350036,,,,27,2
Boston,Charles Sumner Elementary School,2,100,350052,,,,145,42.3
Boston,Charles H. Taylor Elementary School,2,101,350054,,,,111,37
Boston,Curtis Guild Elementary School,2,45,350062,,,,101,29.3
Boston,Dante Alghieri Montessori School,2,2,350066,,,,28,10.3
Boston,David A. Ellis Elementary School,2,35,350072,,,,113,37.6
Boston,Henry Dearborn STEM Academy,2,27,350074,X,,,578,52.5
Boston,Dennis Haley K-8 School,2,47,350077,,,,199,45.7
Boston,Donald McKay K-8 School,2,73,350080,,,,452,70.1
Boston,Edward Everett Elementary School,2,37,350088,,,,123,23
Boston,John Eliot K-8 School,2,34,350096,,,,386,57.4
Boston,Ellis Mendell School,2,79,350100,,,,82,26.5
Boston,Franklin D. Roosevelt K-8 School,2,96,350116,,,,222,36.8
Boston,George H. Conley Elementary School,2,25,350122,,,,96,22.8
Boston,Edward M. Kennedy Academy for Health Careers,2,58,4520505,X,,,385,36.3
Boston,Henry Grew Elementary School,2,44,350135,,,,67,17.8
Boston,Oliver Wendell Holmes Elementary School,2,53,350138,,,,81,31.9
Boston,Hugh R. O'Donnell Elementary School,2,87,350141,,,,99,24.5
Boston,James F. Condon K-8 School,2,24,350146,,,,419,64.2
Boston,James W. Hennigan K-8 School,2,50,350153,,,,366,49.8
Boston,James J. Chittick Elementary School,2,20,350154,,,,71,34.2
Boston,James Otis Elementary School,2,90,350156,,,,136,36.6
Boston,John F. Kennedy Elementary School,2,59,350166,,,,115,27.1
Somerville,John F. Kennedy Elementary School,5,6,2740083,,,,251,36.6
Boston,UP Academy Holland,2,110,350167,,,,216,48.5
Boston,John D. Philbrick Elementary School,2,93,350172,,,,33,14.9
Boston,John W. McCormack Middle School,2,72,350179,,,,250,26.5
Boston,John Winthrop Elementary School,2,115,350180,,,,56,27
Boston,Joseph P. Tynan Elementary School,2,106,350181,,,,77,28.1
Boston,Joseph Hurley K-8 School,2,55,350182,,,,152,22.5
Boston,Joseph Lee K-8 School,2,64,350183,,,,320,65.9
Boston,Joseph P. Manning Elementary School,2,69,350184,,,,69,16.2
Boston,Joyce Kilmer K-8 School,2,62,350190,,,,210,43
Boston,Harvard/Kent Elementary School,2,48,350200,,,,156,45.2
Boston,Manassah E. Bradley Elementary School,2,15,350215,,,,105,21.7
Boston,Mattahunt,2,122,350226,,,,#N/A,#N/A
Boston,Mather Elementary School,2,71,350227,,,,152,45.4
Boston,Maurice Tobin K-8 School,2,104,350229,,,,229,35.8
Boston,Michael J. Perkins Elementary School,2,91,350231,,,,78,18.4
Boston,Wolfgang A. Mozart Elementary School,2,82,350237,,,,46,18.3
Boston,Richard J. Murphy K-8 School,2,84,350240,,,,556,70.1
Boston,Nathan Hale Elementary School,2,46,350243,,,,68,19
Boston,Oliver Hazard Perry K-8 School,2,92,350255,,,,81,23.7
Boston,Orchard Gardens K-8 School,2,89,350257,,,,452,74.1
Boston,William Ohrenberger School,2,88,350258,,,,452,44.8
Boston,Patrick Lyndon K-8 School,2,65,350262,,,,304,52.5
Boston,Patrick Kennedy Elementary School,2,60,350264,,,,108,26.2
Boston,Dr. William W. Henderson K-12 Inclusion School,2,49,350266,X,,,0,21.8
Boston,Paul A. Dever Elementary School,2,28,350268,,,,121,39.4
Boston,Phineas Bates Elementary School,2,4,350278,,,,69,23.4
Boston,Josiah Quincy Elementary School,2,94,350286,,,,245,65.7
Boston,Josiah Quincy Upper School,2,95,350565,X,,,535,48.7
Boston,Clap Elementary School,2,21,350298,,,,47,13.4
Boston,Samuel Adams Elementary School,2,1,350302,,,,79,28.4
Boston,Samuel Mason Elementary School,2,70,350304,,,,64,28.3
Boston,Sarah Greenwood K-8 School,2,43,350308,,,,183,35.6
Boston,Gardner Pilot Academy,2,41,350326,,,,199,31.6
Boston,Thomas J. Kenny Elementary School,2,61,350328,,,,153,33.4
Boston,Warren/Prescott K-8 School,2,112,350346,,,,236,48.1
Boston,William E. Channing Elementary School,2,18,350360,,,,69,23.7
Boston,William McKinley School,2,78,350363,X,,,252,58.5
Boston,William E. Russell Elementary School,2,97,350366,,,,87,34.4
Boston,William Monroe Trotter K-8 School,2,105,350370,,,,165,31.8
Boston,F. Lyman Winship Elementary School,2,114,350374,,,,32,23
Boston,Thomas Edison K-8 School,2,32,350375,,,,278,57.3
Boston,"Martin Luther King, Jr. K-8 School",2,63,350376,,,,231,55.7
Boston,Higginson K0-2,2,125,350015,,,,,
Boston,Higginson-Lewis School,2,52,350377,,,,190,27.4
Boston,Mildred Avenue K-8 School,2,80,350378,,,,464,55.9
Boston,Young Achievers Science and Math K-8 School,2,116,350380,,,,314,54.5
Boston,Mission Hill K-8 School,2,81,350382,,,,107,24.5
Boston,Lilla G. Frederick Middle School,2,40,350383,,,,381,40.3
Boston,Blackstone Innovation School,2,6,350390,,,,156,55.7
Boston,Clarence R. Edwards Middle School,2,33,350430,,,,206,25.8
Boston,Washington Irving Middle School,2,56,350445,,,,184,27.8
Boston,James P. Timilty Middle School,2,103,350485,,,,233,31.7
Boston,Brighton High School,2,16,350505,X,,,402,49.8
Boston,Boston International Newcomers Academy,2,11,350507,X,,,398,54.1
Boston,Charlestown High School,2,19,350515,X,,,785,95.1
Boston,Community Academy,2,22,350518,X,,,51,12.7
Boston,Excel High School,2,38,350522,X,,,471,49.9
Boston,Jeremiah E. Burke High School,2,17,350525,X,,,390,34.9
Boston,East Boston High School,2,31,350530,X,,,1055,89.6
Boston,English High School,2,36,350535,X,,,518,58.1
Boston,Madison Park Technical Vocational High School,2,68,350537,X,,,1043,128.1
Boston,Fenway High School,2,39,350540,X,,,388,37.3
Boston,Another Course to College,2,3,350541,X,,,236,25
Boston,New Mission High School,2,85,350542,X,,,481,44.9
Boston,Greater Egleston High School,2,42,350543,X,,,114,10.7
Boston,Boston Latin Academy,2,12,350545,X,,,1787,94
Boston,Boston Arts Academy,2,7,350546,X,,,482,53
Boston,Margarita Muniz Academy,2,83,350549,X,,,315,27.7
Boston,Boston Community Leadership Academy,2,8,350558,X,,,478,44.6
Boston,Boston Latin School,2,13,350560,X,,,2483,126
Boston,John D. O'Bryant School of Mathematics and Science,2,86,350575,X,,,1624,110.2
Boston,Urban Science Academy,2,111,350579,X,,,#N/A,#N/A
Boston,Community Academy of Science and Health,2,23,350581,X,,,334,41.2
Boston,Mary Lyon High School,2,67,350655,X,,,137,16.6
Boston,Mario Umana Academy,2,107,350656,,,,500,64
Boston,TechBoston Academy,2,102,350657,X,,,901,95
Boston,West Roxbury Academy,2,113,350658,X,,,#N/A,#N/A
Boston,Snowden International School at Copley,2,99,350690,X,,,483,44
Boston,Rafael Hernandez K-8 School,2,51,350691,,,,177,28.3
Boston,Horace Mann School for the Deaf and Hard of Hearing,2,54,350750,X,,,50,35.5
Boston,Boston Collaborative High School,2,29,350755,X,,,160,15.3
Boston,Boston Adult Technical Academy ,2,118,351002,X,,,#N/A,#N/A
Boston,Boston Day and Evening Academy,2,9,441006,X,,,#N/A,#N/A
Lowell,Cardinal O'Connell Alternative School,3,3,1600001,,,,0,9
Lowell,Bailey Elementary School,3,1,1600002,,,,90,35
Lowell,STEM Academy at the Rogers School,3,20,1600005,,,,510,59
Lowell,McAvinnue Elementary School,3,10,1600010,,,,86,39
Lowell,Greenhalge Elementary School,3,5,1600015,,,,88,37
Lowell,Pyne Arts School,3,15,1600018,,,,264,38.2
Lowell,Abraham Lincoln Elementary School,3,52,1600020,,,,90,39
Revere,Lincoln Elementary School,4,5,2480025,,,,175,39.1
Winchester,Lincoln Elementary School,6,2,3440005,,,,157,30.2
Lowell,Moody Elementary School,3,11,1600027,,,,43,17.8
Lowell,Morey Elementary School,3,12,1600030,,,,88,37
Lowell,Pawtucketville Memorial Elementary School,3,14,1600036,,,,91,34
Lowell,Reilly Elementary School,3,16,1600040,,,,89,32.2
Lowell,Shaughnessy Elementary School,3,19,1600050,,,,92,38
Lowell,Washington Elementary School,3,25,1600055,,,,46,23
Lowell,McAuliffe Elementary School,3,9,1600075,,,,91,37
Lowell,Murkland Elementary School,3,13,1600080,,,,87,35
Lowell,Laura Lee Therapeutic Day School,3,6,1600085,X,,,23,6.8
Lowell,Bartlett Community Partnership School,3,26,1600090,,,,256,40.8
Lowell,Butler Middle School,3,2,1600310,,,,550,42.4
Lowell,Daley Middle School,3,4,1600315,,,,691,50.2
Lowell,LeBlanc Therapeutic Day School,3,7,1600320,X,,,36,7.3
Lowell,Robinson Middle School,3,18,1600330,,,,658,45.4
Lowell,Sullivan Middle School,3,22,1600340,,,,641,47
Lowell,Wang Middle School,3,24,1600345,,,,668,46
Lowell,Stoklosa Middle School,3,21,1600360,,,,656,53.6
Lowell,Lowell High School,3,8,1600505,X,,,3048,212.9
Lowell,The Career Academy,3,23,1600515,X,,,94,9.9
Lowell,Adie Day School,3,51,1600605,X,,,32,11
Lowell,Riverside School,3,17,1600920,,,,#N/A,#N/A
Milford,Memorial Elementary School,7,4,1850010,,,,0,38.4
Milford,Brookside Elementary School,7,3,1850065,,,,0,39.4
Milford,Shining Star Early Childhood Center,7,5,1850075,,,,0,7.6
Milford,Woodland Elementary School,7,1,1850090,,X,,656,81.2
Milford,Stacy Middle School,7,26,1850305,,,,1032,76.4
Milford,Milford High School,7,2,1850505,X,,,1257,95.2
Revere,Whelan Elementary School,4,7,2480003,,,,256,53.5
Revere,Beachmont Elementary School,4,1,2480013,,,,97,29
Revere,Rumney Marsh Academy,4,9,2480014,,,,600,50.5
Revere,Hill Elementary School,4,4,2480035,,,,237,47.5
Revere,Paul Revere Elementary School,4,6,2480050,,,,159,41.5
Revere,Garfield Elementary School,4,2,2480056,,,,201,57.8
Revere,Garfield Middle School,4,3,2480057,,,,568,44.9
Revere,Susan B. Anthony Middle School,4,8,2480305,,,,575,49
Revere,Revere High School,4,10,2480505,X,,,1978,135.6
Revere,Seacoast High School,4,11,2480520,X,,,81,12.8
Somerville,Michael E. Capuano Early Childhood Center,5,12,2740005,,,,0,23.3
Somerville,Benjamin G. Brown School,5,2,2740015,,,,78,15.8
Somerville,Arthur D. Healey School,5,1,2740075,,,,235,42.8
Somerville,Dr. Albert F. Argenziano School at Lincoln Park,5,3,2740087,,,,290,45.7
Somerville,East Somerville Community School,5,4,2740111,,,,392,54.2
Somerville,West Somerville Neighborhood School,5,9,2740115,,,,193,29.3
Somerville,Winter Hill Community Innovation School,5,10,2740120,,,,230,46.7
Somerville,Somerville High School,5,8,2740505,X,,,1215,113.2
Somerville,Next Wave/Full Circle,5,5,2740510,X,,,56,10.7
Wareham,John William Decas Elementary School,8,1,3100003,,,,0,48.5
Wareham,Minot Forest Elementary School,8,2,3100017,,X,,134,25.7
Wareham,Wareham Middle School,8,3,3100305,,,,533,36
Wareham,Wareham Cooperative Alternative School,8,8,3100315,X,,,33,2.6
Wareham,Wareham High School,8,4,3100505,X,,,585,59.2
Winchester,Lynch Elementary School,6,3,3440020,,,,158,43.2
Winchester,Vinson-Owen Elementary School,6,5,3440025,,,,136,36.3
Winchester,Muraco Elementary School,6,4,3440040,,,,136,25.3
Winchester,Ambrose Elementary School,6,1,3440045,,,,130,30.2
Winchester,McCall Middle School,6,6,3440305,,,,1084,85.3
Winchester,Winchester High School,6,7,3440505,X,,,1403,98.2
Boston,Dudley Street Neighborhood Charter School,2,30,4070405,,,,77,10.3
Boston,Boston Green Academy,2,10,4110305,,,,509,57.5
Boston,UP Academy Boston,2,108,4800405,,,,349,35.3
Boston,UP Academy Dorchester,2,109,35050405,,,,354,45.7

1 District School Name District Code School Code DESE School ID HS? Short Form Only (2020-21) School Closed In Total Students for Response Rate (2020-21) Total Teachers for Response Rate (2020-21)
2 Attleboro A. Irvin Studley Elementary School 1 7 00160001 160001 X 75 26.90 26.9
3 Attleboro Thomas Willett Elementary School 1 9 00160035 160035 X 70 26.40 26.4
4 Attleboro Hyman Fine Elementary School 1 6 00160040 160040 X 86 31.50 31.5
5 Attleboro Hill-Roberts Elementary School 1 5 00160045 160045 X 97 28.10 28.1
6 Attleboro Peter Thacher Elementary School 1 8 00160050 160050 X 94 34.60 34.6
7 Attleboro Robert J. Coelho Middle School 1 3 00160305 160305 633 38.80 38.8
8 Attleboro Cyril K. Brennan Middle School 1 2 00160315 160315 620 41.30 41.3
9 Attleboro Wamsutta Middle School 1 4 00160320 160320 578 37.00 37
10 Attleboro Attleboro High School 1 1 00160505 160505 X 1792 114.70 114.7
11 Boston Lee Academy 2 0 00350001 350001 0 19.20 19.2
12 Boston Baldwin Early Learning Pilot Academy 2 117 00350003 350003 0 15.00 15
13 Boston Mary Lyon K-8 School 2 66 00350004 350004 76 17.40 17.4
14 Boston West Zone Early Learning Center 2 123 00350006 350006 0 12.00 12
15 Boston Ellison/Parks Early Education School 2 120 00350008 350008 0 21.00 21
16 Boston East Boston Early Education Center 2 119 00350009 350009 0 19.30 19.3
17 Boston Haynes Early Education Center 2 121 00350010 350010 0 16.50 16.5
18 Boston Boston Teachers Union K-8 School 2 14 00350012 350012 157 20.20 20.2
19 Boston Jackson/Mann K-8 School 2 57 00350013 350013 235 53.30 53.3
20 Boston Pauline A. Shaw Elementary School 2 98 00350014 350014 0 15.50 15.5
21 Boston Curley K-8 School 2 26 00350020 350020 474 100.30 100.3
22 Boston Ludwig van Beethoven Elementary School 2 5 00350021 350021 0 24.50 24.5
23 Boston William E. Carter School 2 124 00350036 350036 27 2.00 2
24 Boston Charles Sumner Elementary School 2 100 00350052 350052 145 42.30 42.3
25 Boston Charles H. Taylor Elementary School 2 101 00350054 350054 111 37.00 37
26 Boston Curtis Guild Elementary School 2 45 00350062 350062 101 29.30 29.3
27 Boston Dante Alghieri Montessori School 2 2 00350066 350066 28 10.30 10.3
28 Boston David A. Ellis Elementary School 2 35 00350072 350072 113 37.60 37.6
29 Boston Henry Dearborn STEM Academy 2 27 00350074 350074 X 578 52.50 52.5
30 Boston Dennis Haley K-8 School 2 47 00350077 350077 199 45.70 45.7
31 Boston Donald McKay K-8 School 2 73 00350080 350080 452 70.10 70.1
32 Boston Edward Everett Elementary School 2 37 00350088 350088 123 23.00 23
33 Boston John Eliot K-8 School 2 34 00350096 350096 386 57.40 57.4
34 Boston Ellis Mendell School 2 79 00350100 350100 82 26.50 26.5
35 Boston Franklin D. Roosevelt K-8 School 2 96 00350116 350116 222 36.80 36.8
36 Boston George H. Conley Elementary School 2 25 00350122 350122 96 22.80 22.8
37 Boston Edward M. Kennedy Academy for Health Careers 2 58 04520505 4520505 X 385 36.30 36.3
38 Boston Henry Grew Elementary School 2 44 00350135 350135 67 17.80 17.8
39 Boston Oliver Wendell Holmes Elementary School 2 53 00350138 350138 81 31.90 31.9
40 Boston Hugh R. O'Donnell Elementary School 2 87 00350141 350141 99 24.50 24.5
41 Boston James F. Condon K-8 School 2 24 00350146 350146 419 64.20 64.2
42 Boston James W. Hennigan K-8 School 2 50 00350153 350153 366 49.80 49.8
43 Boston James J. Chittick Elementary School 2 20 00350154 350154 71 34.20 34.2
44 Boston James Otis Elementary School 2 90 00350156 350156 136 36.60 36.6
45 Boston John F. Kennedy Elementary School 2 59 00350166 350166 115 27.10 27.1
46 Somerville John F. Kennedy Elementary School 5 6 02740083 2740083 251 36.60 36.6
47 Boston UP Academy Holland 2 110 00350167 350167 216 48.50 48.5
48 Boston John D. Philbrick Elementary School 2 93 00350172 350172 33 14.90 14.9
49 Boston John W. McCormack Middle School 2 72 00350179 350179 250 26.50 26.5
50 Boston John Winthrop Elementary School 2 115 00350180 350180 56 27.00 27
51 Boston Joseph P. Tynan Elementary School 2 106 00350181 350181 77 28.10 28.1
52 Boston Joseph Hurley K-8 School 2 55 00350182 350182 152 22.50 22.5
53 Boston Joseph Lee K-8 School 2 64 00350183 350183 320 65.90 65.9
54 Boston Joseph P. Manning Elementary School 2 69 00350184 350184 69 16.20 16.2
55 Boston Joyce Kilmer K-8 School 2 62 00350190 350190 210 43.00 43
56 Boston Harvard/Kent Elementary School 2 48 00350200 350200 156 45.20 45.2
57 Boston Manassah E. Bradley Elementary School 2 15 00350215 350215 105 21.70 21.7
58 Boston Mattahunt 2 122 00350226 350226 #N/A #N/A
59 Boston Mather Elementary School 2 71 00350227 350227 152 45.40 45.4
60 Boston Maurice Tobin K-8 School 2 104 00350229 350229 229 35.80 35.8
61 Boston Michael J. Perkins Elementary School 2 91 00350231 350231 78 18.40 18.4
62 Boston Wolfgang A. Mozart Elementary School 2 82 00350237 350237 46 18.30 18.3
63 Boston Richard J. Murphy K-8 School 2 84 00350240 350240 556 70.10 70.1
64 Boston Nathan Hale Elementary School 2 46 00350243 350243 68 19.00 19
65 Boston Oliver Hazard Perry K-8 School 2 92 00350255 350255 81 23.70 23.7
66 Boston Orchard Gardens K-8 School 2 89 00350257 350257 452 74.10 74.1
67 Boston William Ohrenberger School 2 88 00350258 350258 452 44.80 44.8
68 Boston Patrick Lyndon K-8 School 2 65 00350262 350262 304 52.50 52.5
69 Boston Patrick Kennedy Elementary School 2 60 00350264 350264 108 26.20 26.2
70 Boston Dr. William W. Henderson K-12 Inclusion School 2 49 00350266 350266 X 0 21.80 21.8
71 Boston Paul A. Dever Elementary School 2 28 00350268 350268 121 39.40 39.4
72 Boston Phineas Bates Elementary School 2 4 00350278 350278 69 23.40 23.4
73 Boston Josiah Quincy Elementary School 2 94 00350286 350286 245 65.70 65.7
74 Boston Josiah Quincy Upper School 2 95 00350565 350565 X 535 48.70 48.7
75 Boston Clap Elementary School 2 21 00350298 350298 47 13.40 13.4
76 Boston Samuel Adams Elementary School 2 1 00350302 350302 79 28.40 28.4
77 Boston Samuel Mason Elementary School 2 70 00350304 350304 64 28.30 28.3
78 Boston Sarah Greenwood K-8 School 2 43 00350308 350308 183 35.60 35.6
79 Boston Gardner Pilot Academy 2 41 00350326 350326 199 31.60 31.6
80 Boston Thomas J. Kenny Elementary School 2 61 00350328 350328 153 33.40 33.4
81 Boston Warren/Prescott K-8 School 2 112 00350346 350346 236 48.10 48.1
82 Boston William E. Channing Elementary School 2 18 00350360 350360 69 23.70 23.7
83 Boston William McKinley School 2 78 00350363 350363 X 252 58.50 58.5
84 Boston William E. Russell Elementary School 2 97 00350366 350366 87 34.40 34.4
85 Boston William Monroe Trotter K-8 School 2 105 00350370 350370 165 31.80 31.8
86 Boston F. Lyman Winship Elementary School 2 114 00350374 350374 32 23.00 23
87 Boston Thomas Edison K-8 School 2 32 00350375 350375 278 57.30 57.3
88 Boston Martin Luther King, Jr. K-8 School 2 63 00350376 350376 231 55.70 55.7
89 Boston Higginson-Lewis School Higginson K0-2 2 52 125 00350377 350015 190 27.40
90 Boston Mildred Avenue K-8 School Higginson-Lewis School 2 80 52 00350378 350377 464 190 55.90 27.4
91 Boston Young Achievers Science and Math K-8 School Mildred Avenue K-8 School 2 116 80 00350380 350378 314 464 54.50 55.9
92 Boston Mission Hill K-8 School Young Achievers Science and Math K-8 School 2 81 116 00350382 350380 107 314 24.50 54.5
93 Boston Lilla G. Frederick Middle School Mission Hill K-8 School 2 40 81 00350383 350382 381 107 40.30 24.5
94 Boston Blackstone Innovation School Lilla G. Frederick Middle School 2 6 40 00350390 350383 156 381 55.70 40.3
95 Boston Clarence R. Edwards Middle School Blackstone Innovation School 2 33 6 00350430 350390 206 156 25.80 55.7
96 Boston Washington Irving Middle School Clarence R. Edwards Middle School 2 56 33 00350445 350430 184 206 27.80 25.8
97 Boston James P. Timilty Middle School Washington Irving Middle School 2 103 56 00350485 350445 233 184 31.70 27.8
98 Boston Brighton High School James P. Timilty Middle School 2 16 103 00350505 350485 X 402 233 49.80 31.7
99 Boston Boston International Newcomers Academy Brighton High School 2 11 16 00350507 350505 X 398 402 54.10 49.8
100 Boston Charlestown High School Boston International Newcomers Academy 2 19 11 00350515 350507 X 785 398 95.10 54.1
101 Boston Community Academy Charlestown High School 2 22 19 00350518 350515 X 51 785 12.70 95.1
102 Boston Excel High School Community Academy 2 38 22 00350522 350518 X 471 51 49.90 12.7
103 Boston Jeremiah E. Burke High School Excel High School 2 17 38 00350525 350522 X 390 471 34.90 49.9
104 Boston East Boston High School Jeremiah E. Burke High School 2 31 17 00350530 350525 X 1055 390 89.60 34.9
105 Boston English High School East Boston High School 2 36 31 00350535 350530 X 518 1055 58.10 89.6
106 Boston Madison Park Technical Vocational High School English High School 2 68 36 00350537 350535 X 1043 518 128.10 58.1
107 Boston Fenway High School Madison Park Technical Vocational High School 2 39 68 00350540 350537 X 388 1043 37.30 128.1
108 Boston Another Course to College Fenway High School 2 3 39 00350541 350540 X 236 388 25.00 37.3
109 Boston New Mission High School Another Course to College 2 85 3 00350542 350541 X 481 236 44.90 25
110 Boston Greater Egleston High School New Mission High School 2 42 85 00350543 350542 X 114 481 10.70 44.9
111 Boston Boston Latin Academy Greater Egleston High School 2 12 42 00350545 350543 X 1787 114 94.00 10.7
112 Boston Boston Arts Academy Boston Latin Academy 2 7 12 00350546 350545 X 482 1787 53.00 94
113 Boston Margarita Muniz Academy Boston Arts Academy 2 83 7 00350549 350546 X 315 482 27.70 53
114 Boston Boston Community Leadership Academy Margarita Muniz Academy 2 8 83 00350558 350549 X 478 315 44.60 27.7
115 Boston Boston Latin School Boston Community Leadership Academy 2 13 8 00350560 350558 X 2483 478 126.00 44.6
116 Boston John D. O'Bryant School of Mathematics and Science Boston Latin School 2 86 13 00350575 350560 X 1624 2483 110.20 126
117 Boston Urban Science Academy John D. O'Bryant School of Mathematics and Science 2 111 86 00350579 350575 X #N/A 1624 #N/A 110.2
118 Boston Community Academy of Science and Health Urban Science Academy 2 23 111 00350581 350579 X 334 #N/A 41.20 #N/A
119 Boston Mary Lyon High School Community Academy of Science and Health 2 67 23 00350655 350581 X 137 334 16.60 41.2
120 Boston Mario Umana Academy Mary Lyon High School 2 107 67 00350656 350655 X 500 137 64.00 16.6
121 Boston TechBoston Academy Mario Umana Academy 2 102 107 00350657 350656 X 901 500 95.00 64
122 Boston West Roxbury Academy TechBoston Academy 2 113 102 00350658 350657 X #N/A 901 #N/A 95
123 Boston Snowden International School at Copley West Roxbury Academy 2 99 113 00350690 350658 X 483 #N/A 44.00 #N/A
124 Boston Rafael Hernandez K-8 School Snowden International School at Copley 2 51 99 00350691 350690 X 177 483 28.30 44
125 Boston Horace Mann School for the Deaf and Hard of Hearing Rafael Hernandez K-8 School 2 54 51 00350750 350691 X 50 177 35.50 28.3
126 Boston Boston Collaborative High School Horace Mann School for the Deaf and Hard of Hearing 2 29 54 00350755 350750 X 160 50 15.30 35.5
127 Boston Boston Adult Technical Academy Boston Collaborative High School 2 118 29 00351002 350755 X #N/A 160 #N/A 15.3
128 Boston Boston Day and Evening Academy Boston Adult Technical Academy 2 9 118 00441006 351002 X #N/A #N/A
129 Lowell Boston Cardinal O'Connell Alternative School Boston Day and Evening Academy 3 2 3 9 01600001 441006 X 0 #N/A 9.00 #N/A
130 Lowell Bailey Elementary School Cardinal O'Connell Alternative School 3 1 3 01600002 1600001 90 0 35.00 9
131 Lowell STEM Academy at the Rogers School Bailey Elementary School 3 20 1 01600005 1600002 510 90 59.00 35
132 Lowell McAvinnue Elementary School STEM Academy at the Rogers School 3 10 20 01600010 1600005 86 510 39.00 59
133 Lowell Greenhalge Elementary School McAvinnue Elementary School 3 5 10 01600015 1600010 88 86 37.00 39
134 Lowell Pyne Arts School Greenhalge Elementary School 3 15 5 01600018 1600015 264 88 38.20 37
135 Lowell Abraham Lincoln Elementary School Pyne Arts School 3 52 15 01600020 1600018 90 264 39.00 38.2
136 Revere Lowell Lincoln Elementary School Abraham Lincoln Elementary School 4 3 5 52 02480025 1600020 175 90 39.10 39
137 Winchester Revere Lincoln Elementary School 6 4 2 5 03440005 2480025 157 175 30.20 39.1
138 Lowell Winchester Moody Elementary School Lincoln Elementary School 3 6 11 2 01600027 3440005 43 157 17.80 30.2
139 Lowell Morey Elementary School Moody Elementary School 3 12 11 01600030 1600027 88 43 37.00 17.8
140 Lowell Pawtucketville Memorial Elementary School Morey Elementary School 3 14 12 01600036 1600030 91 88 34.00 37
141 Lowell Reilly Elementary School Pawtucketville Memorial Elementary School 3 16 14 01600040 1600036 89 91 32.20 34
142 Lowell Shaughnessy Elementary School Reilly Elementary School 3 19 16 01600050 1600040 92 89 38.00 32.2
143 Lowell Washington Elementary School Shaughnessy Elementary School 3 25 19 01600055 1600050 46 92 23.00 38
144 Lowell McAuliffe Elementary School Washington Elementary School 3 9 25 01600075 1600055 91 46 37.00 23
145 Lowell Murkland Elementary School McAuliffe Elementary School 3 13 9 01600080 1600075 87 91 35.00 37
146 Lowell Laura Lee Therapeutic Day School Murkland Elementary School 3 6 13 01600085 1600080 X 23 87 6.80 35
147 Lowell Bartlett Community Partnership School Laura Lee Therapeutic Day School 3 26 6 01600090 1600085 X 256 23 40.80 6.8
148 Lowell Butler Middle School Bartlett Community Partnership School 3 2 26 01600310 1600090 550 256 42.40 40.8
149 Lowell Daley Middle School Butler Middle School 3 4 2 01600315 1600310 691 550 50.20 42.4
150 Lowell LeBlanc Therapeutic Day School Daley Middle School 3 7 4 01600320 1600315 X 36 691 7.30 50.2
151 Lowell Robinson Middle School LeBlanc Therapeutic Day School 3 18 7 01600330 1600320 X 658 36 45.40 7.3
152 Lowell Sullivan Middle School Robinson Middle School 3 22 18 01600340 1600330 641 658 47.00 45.4
153 Lowell Wang Middle School Sullivan Middle School 3 24 22 01600345 1600340 668 641 46.00 47
154 Lowell Stoklosa Middle School Wang Middle School 3 21 24 01600360 1600345 656 668 53.60 46
155 Lowell Lowell High School Stoklosa Middle School 3 8 21 01600505 1600360 X 3048 656 212.90 53.6
156 Lowell The Career Academy Lowell High School 3 23 8 01600515 1600505 X 94 3048 9.90 212.9
157 Lowell Adie Day School The Career Academy 3 51 23 01600605 1600515 X 32 94 11.00 9.9
158 Lowell Riverside School Adie Day School 3 17 51 01600920 1600605 X #N/A 32 #N/A 11
159 Milford Lowell Memorial Elementary School Riverside School 7 3 4 17 01850010 1600920 0 #N/A 38.40 #N/A
160 Milford Brookside Elementary School Memorial Elementary School 7 3 4 01850065 1850010 0 39.40 38.4
161 Milford Shining Star Early Childhood Center Brookside Elementary School 7 5 3 01850075 1850065 0 7.60 39.4
162 Milford Woodland Elementary School Shining Star Early Childhood Center 7 1 5 01850090 1850075 656 0 81.20 7.6
163 Milford Stacy Middle School Woodland Elementary School 7 26 1 01850305 1850090 X 1032 656 76.40 81.2
164 Milford Milford High School Stacy Middle School 7 2 26 01850505 1850305 X 1257 1032 95.20 76.4
165 Revere Milford Whelan Elementary School Milford High School 4 7 7 2 02480003 1850505 X 256 1257 53.50 95.2
166 Revere Beachmont Elementary School Whelan Elementary School 4 1 7 02480013 2480003 97 256 29.00 53.5
167 Revere Rumney Marsh Academy Beachmont Elementary School 4 9 1 02480014 2480013 600 97 50.50 29
168 Revere Hill Elementary School Rumney Marsh Academy 4 4 9 02480035 2480014 237 600 47.50 50.5
169 Revere Paul Revere Elementary School Hill Elementary School 4 6 4 02480050 2480035 159 237 41.50 47.5
170 Revere Garfield Elementary School Paul Revere Elementary School 4 2 6 02480056 2480050 201 159 57.80 41.5
171 Revere Garfield Middle School Garfield Elementary School 4 3 2 02480057 2480056 568 201 44.90 57.8
172 Revere Susan B. Anthony Middle School Garfield Middle School 4 8 3 02480305 2480057 575 568 49.00 44.9
173 Revere Revere High School Susan B. Anthony Middle School 4 10 8 02480505 2480305 X 1978 575 135.60 49
174 Revere Seacoast High School Revere High School 4 11 10 02480520 2480505 X 81 1978 12.80 135.6
175 Somerville Revere Michael E. Capuano Early Childhood Center Seacoast High School 5 4 12 11 02740005 2480520 X 0 81 23.30 12.8
176 Somerville Benjamin G. Brown School Michael E. Capuano Early Childhood Center 5 2 12 02740015 2740005 78 0 15.80 23.3
177 Somerville Arthur D. Healey School Benjamin G. Brown School 5 1 2 02740075 2740015 235 78 42.80 15.8
178 Somerville Dr. Albert F. Argenziano School at Lincoln Park Arthur D. Healey School 5 3 1 02740087 2740075 290 235 45.70 42.8
179 Somerville East Somerville Community School Dr. Albert F. Argenziano School at Lincoln Park 5 4 3 02740111 2740087 392 290 54.20 45.7
180 Somerville West Somerville Neighborhood School East Somerville Community School 5 9 4 02740115 2740111 193 392 29.30 54.2
181 Somerville Winter Hill Community Innovation School West Somerville Neighborhood School 5 10 9 02740120 2740115 230 193 46.70 29.3
182 Somerville Somerville High School Winter Hill Community Innovation School 5 8 10 02740505 2740120 X 1215 230 113.20 46.7
183 Somerville Next Wave/Full Circle Somerville High School 5 5 8 02740510 2740505 X 56 1215 10.70 113.2
184 Wareham Somerville John William Decas Elementary School Next Wave/Full Circle 8 5 1 5 03100003 2740510 X 0 56 48.50 10.7
185 Wareham Minot Forest Elementary School John William Decas Elementary School 8 2 1 03100017 3100003 134 0 25.70 48.5
186 Wareham Wareham Middle School Minot Forest Elementary School 8 3 2 03100305 3100017 X 533 134 36.00 25.7
187 Wareham Wareham Cooperative Alternative School Wareham Middle School 8 8 3 03100315 3100305 X 33 533 2.60 36
188 Wareham Wareham High School Wareham Cooperative Alternative School 8 4 8 03100505 3100315 X 585 33 59.20 2.6
189 Winchester Wareham Lynch Elementary School Wareham High School 6 8 3 4 03440020 3100505 X 158 585 43.20 59.2
190 Winchester Vinson-Owen Elementary School Lynch Elementary School 6 5 3 03440025 3440020 136 158 36.30 43.2
191 Winchester Muraco Elementary School Vinson-Owen Elementary School 6 4 5 03440040 3440025 136 25.30 36.3
192 Winchester Ambrose Elementary School Muraco Elementary School 6 1 4 03440045 3440040 130 136 30.20 25.3
193 Winchester McCall Middle School Ambrose Elementary School 6 6 1 03440305 3440045 1084 130 85.30 30.2
194 Winchester Winchester High School McCall Middle School 6 7 6 03440505 3440305 X 1403 1084 98.20 85.3
195 Boston Winchester Dudley Street Neighborhood Charter School Winchester High School 2 6 30 7 04070405 3440505 X 77 1403 10.30 98.2
196 Boston Boston Green Academy Dudley Street Neighborhood Charter School 2 10 30 04110305 4070405 509 77 57.50 10.3
197 Boston UP Academy Boston Boston Green Academy 2 108 10 04800405 4110305 349 509 35.30 57.5
198 Boston UP Academy Dorchester UP Academy Boston 2 109 108 35050405 4800405 354 349 45.70 35.3
199 Boston UP Academy Dorchester 2 109 35050405 354 45.7

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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 (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?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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
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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,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
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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",,,,,t-pcom-q5,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,,,,,t-qupd-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,,,,,t-qupd-q3,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,,,,,t-qupd-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",,,,,t-qupd-q4,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,,,,,t-coll-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,,,,,t-coll-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,NCES,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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,Only captured to calculate the ratio,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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,only captured to calculate the chronic absence ratio,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,"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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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?,t-pvic-q1,,#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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",,,,,t-pvic-q3,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,,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.",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,,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,,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,,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,,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",,,,,t-psup-q4,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,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,,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,,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,,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,,s-sbel-q5,,Q49,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,"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,,"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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,"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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,,s-acpr-q4,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,,,a-reso-i1,,#N/A,20,number,2.68,2.69,3.19,3.2,3.69,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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?,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,,,,How well-maintained are school facilities?,t-reso-q5,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,"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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,s-sust-q2,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"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,,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,,,,,t-curv-q4,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often do you connect with parents at your school?,How often do you connect with parents at your school?,,,,,t-peng-q1,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,,,,,t-peng-q2,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,,,,,t-peng-q3,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often does the average parent help out at your school?,How often does the average parent help out at your school?,,,,,t-peng-q4,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",,,,,t-ceng-q4,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,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.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,"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,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,,,a-ovpe-i2,X,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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?",,,,,t-sach-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,,,t-sach-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,How excited are you about going to this class?,How excited are you about going to this class?,,How excited are you about going to this class?,How excited are you about going to this class?,,s-sten-q1,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"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,,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),,,,,a-degr-i1,X,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",5-year graduation rate (HS only),5-year graduation rate (HS only),,,,,a-degr-i3,X,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,,,,,t-psol-q1,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,,,,,t-psol-q2,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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?,t-psol-q3,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,n/a,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College-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",College enrollment rate (HS only),College enrollment rate (HS only),,,,,a-cgpr-i1,X,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,Percent positive work placement (HS only),Percent positive work placement (HS only),,,,,a-cppm-i1,X,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,s-sper-q1,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,s-sper-q2,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,s-sper-q3,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,s-civp-q1,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,s-civp-q2,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,s-civp-q3,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,s-grit-q2,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,s-grit-q3,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,s-grit-q4,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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‚Äôt be good at it?,How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it?,,s-grmi-q4,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Students,,"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,,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",,,,,t-expa-q3,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Admin Data,,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",,s-appa-q3,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,s-poaf-q1,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,s-poaf-q2,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,s-poaf-q4,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?,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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",,,,,t-phya-q3,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
1 Category Category ID Category Description Category Short Description Subcategory Subcategory ID Subcategory Description Subcategory Warning High Subcategory Watch Low Subcategory Watch High Subcategory Growth Low Subcategory Growth High Subcategory Approval Low Subcategory Approval High Subcategory Ideal Low Measures Measure Description Measure ID Measure Warning High Measure Watch Low Measure Watch High Measure Growth Low Measure Growth High Measure Approval Low Measure Approval High Measure Ideal Low Source Source Notes Question/item (21-22) Question/item (20-21) Original Item (19-20 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? Qualtrics ID Admin Data Benchmark (Absolute) Admin Data Unit (Absolute) Item Warning High Item Watch Low Item Watch High Item Growth Low Item Growth High Item Approval Low Item Approval High Item Ideal Low
2 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
3 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
4 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
5 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
6 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
7 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Qualifications Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-i 2.855 2.865 3.365 3.375 3.865 3.875 4.7 4.71 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
8 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? s-peff-q1 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
9 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? For this class, how clearly does your teacher present the information that you need to learn? s-peff-q2 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
10 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? When you need extra help, how good is your teacher at giving you that help? s-peff-q3 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
11 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? How well can your teacher tell whether or not you understand a topic? s-peff-q4 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
12 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? How interesting does your teacher make the things you are learning? s-peff-q5 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
13 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Students 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 Q16 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
14 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers 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
15 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers 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
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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers 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
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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71 Teachers 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
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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Admin Data Constructed by MCIEA staff 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
19 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Admin Data Ed Week 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
20 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Teachers 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
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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Teachers 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
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. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Teachers 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
23 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Teachers 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
24 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.738333333 2.748333333 3.248333333 3.258333333 3.748333333 3.758333333 4.7 4.71 Professional Community Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 1A-iii 2.88 2.89 3.39 3.4 3.89 3.9 4.7 4.71 Teachers 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
25 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
26 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
27 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
28 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
29 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
30 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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
31 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 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 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
32 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
33 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
34 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
35 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
36 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
37 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers 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
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. 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. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Admin Data NCES 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
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Admin Data Only captured to calculate the ratio 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
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Admin Data only captured to calculate the chronic absence ratio 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
41 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Students 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
42 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Students 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
43 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Students 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
44 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 Student Physical Safety Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2A-i 2.93 2.94 3.44 3.45 3.94 3.95 4.65 4.66 Students 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 Q43 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
45 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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? t-pvic-q1 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
46 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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
47 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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
48 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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
49 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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
50 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.855 2.865 3.365 3.375 3.865 3.875 4.575 4.585 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 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 Q7 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
51 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 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
52 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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
53 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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
54 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 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
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students 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
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Students 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 Q45 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student 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 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
58 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student 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 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
59 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student 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 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
60 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships 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 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 Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
61 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships 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 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
62 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-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 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
63 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-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 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
64 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-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 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
65 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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
66 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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
67 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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 Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
68 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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
69 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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
70 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 2.88 2.89 3.39 3.4 3.89 3.9 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
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. 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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 Q22 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
72 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
73 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
74 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
75 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 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. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
76 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
77 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation 2C Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.78 2.79 3.29 3.3 3.79 3.8 4.6 4.61 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 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
78 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Admin Data Constructed by MCIEA staff Average class size Average class size a-reso-i1 #N/A 20 number 2.68 2.69 3.19 3.2 3.69 4 4.9 4.91
79 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Teachers 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
80 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Teachers 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
81 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Teachers 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
82 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Teachers 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? t-reso-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
83 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Physical Space & Materials Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 3A-i 2.505 2.515 3.015 3.025 3.515 3.675 4.575 4.585 Teachers How well-maintained are school facilities during the pandemic? How well-maintained are school facilities during the pandemic? 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
84 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Admin Data American School Counselor Association (2005) 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
85 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Admin Data American School Counselor Association (2005) 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
86 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Admin Data NCES, 2007-08 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
87 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Admin Data Constructed by MCIEA staff 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
88 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Teachers 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
89 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Teachers 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
90 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Teachers 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
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. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Teachers 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
92 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Students 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
93 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.644166667 3.144166667 3.154166667 3.644166667 3.729166667 4.629166667 4.639166667 Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3A-ii 2.763333333 2.773333333 3.273333333 3.283333333 3.773333333 3.783333333 4.683333333 4.693333333 Students 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 Q56 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
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. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data Constructed by MCIEA staff 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
95 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data Constructed by MCIEA staff 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
96 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data Constructed by MCIEA staff 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
97 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data NCES, 2009 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
98 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data 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
99 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Admin Data 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
100 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers 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
101 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers 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
102 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers 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
103 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Curricular Strength & Variety Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3B-i 2.887142857 2.897142857 3.397142857 3.407142857 3.897142857 3.907142857 4.6 4.61 Teachers 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
104 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
105 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
106 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
107 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
108 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
109 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
110 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
111 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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
112 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Cultural Responsiveness Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-ii 2.546666667 2.556666667 3.056666667 3.066666667 3.556666667 3.566666667 4.6 4.61 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 Q132 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
113 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources 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. 2.804603175 2.814603175 3.314603175 3.324603175 3.814603175 3.824603175 4.6 4.61 Co-Curricular Activities Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 3B-iii 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61 Admin Data Census 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
114 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
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. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
121 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support 3C Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Community Involvement & External Partners Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-ii 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41 Teachers 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
122 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Performance Growth Includes an asessment of student progression towards key learning goals. 4A-ii 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51 No source 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
123 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Admin Data 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
124 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Admin Data Constructed by MCIEA staff 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
125 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Teachers 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? t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
126 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Teachers 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
127 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Performance 4A Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Overall Performance Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-i 2.813333333 2.823333333 3.323333333 3.333333333 3.823333333 3.833333333 4.5 4.51 Teachers 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
128 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Students 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
129 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Students 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 Q28 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
130 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Students 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
131 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data MA DESE, 2019-20 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
132 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data NCES, 2016 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
133 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Student Commitment To Learning 4B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. 2.68 2.69 3.19 3.2 3.69 3.7 4.4 4.41 Degree Completion Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4B-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Admin Data MA DESE, 2019-20 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
134 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers 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
135 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers 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
136 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Emphasis Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-i 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 Teachers 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? t-psol-q3 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
137 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Critical Thinking 4C Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Problem Solving Skills Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4C-ii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 No source n/a #N/A n/a n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
138 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 College-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 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
139 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Career Preparation & 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 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
140 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness 4D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41 Career Preparation & 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 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
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. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
142 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
143 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
144 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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 Q62 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
145 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
146 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
147 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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
148 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Civic Engagement 5A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41 Students 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 Q33 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
149 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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 Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
150 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
151 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
152 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Perseverance & Determination Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
153 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
154 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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 Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
155 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
156 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic 5B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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‚Äôt be good at it? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? s-grmi-q4 Q36 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
157 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.3 4.31 Students 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 Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
158 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.3 4.31 Teachers 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
159 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.3 4.31 Teachers 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
160 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Participation In Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.3 4.31 Admin Data 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
161 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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 Q37 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
162 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
163 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts 5C Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.355 2.365 2.865 2.875 3.365 3.375 4.3 4.31 Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
164 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
165 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
166 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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 Q71 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
167 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
168 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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
169 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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 Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
170 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Social & Emotional Health Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5D-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students 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? 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
171 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Physical Health Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-ii 2.605 2.615 3.115 3.125 3.615 3.625 4.3 4.31 Admin Data Constructed by MCIEA staff 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
172 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Physical Health Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-ii 2.605 2.615 3.115 3.125 3.615 3.625 4.3 4.31 Teachers 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
173 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Health 5D Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.4175 2.4275 2.9275 2.9375 3.4275 3.4375 4.3 4.31 Physical Health Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5D-ii 2.605 2.615 3.115 3.125 3.615 3.625 4.3 4.31 Teachers 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

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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 (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?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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
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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,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
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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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.",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?",,,,,t-pcom-q5,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.7,4.71
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,,,,,t-qupd-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,,,,,t-qupd-q3,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,,,,,t-qupd-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",,,,,t-qupd-q4,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,,,,,t-coll-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,,,,,t-coll-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,NCES,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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,Only captured to calculate the ratio,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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,only captured to calculate the chronic absence ratio,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,"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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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?,t-pvic-q1,,#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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",,,,,t-pvic-q3,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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,,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.",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,,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,,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,,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,,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",,,,,t-psup-q4,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,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,,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,,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,,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,,s-sbel-q5,,Q49,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,"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,,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,"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,,"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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,"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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,,s-acpr-q4,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,,,a-reso-i1,,#N/A,20,number,2.68,2.69,3.19,3.2,3.69,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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?,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,,,,How well-maintained are school facilities?,t-reso-q5,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,"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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",,s-sust-q2,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"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,,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,,,,,t-curv-q4,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,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
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often do you connect with parents at your school?,How often do you connect with parents at your school?,,,,,t-peng-q1,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,,,,,t-peng-q2,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,,,,,t-peng-q3,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often does the average parent help out at your school?,How often does the average parent help out at your school?,,,,,t-peng-q4,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",,,,,t-ceng-q4,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,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.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,"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,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),,,,,a-ovpe-i2,X,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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?",,,,,t-sach-q1,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",,,,,t-sach-q2,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,"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
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,How excited are you about going to this class?,How excited are you about going to this class?,,How excited are you about going to this class?,How excited are you about going to this class?,,s-sten-q1,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"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,,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),,,,,a-degr-i1,X,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",5-year graduation rate (HS only),5-year graduation rate (HS only),,,,,a-degr-i3,X,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,,,,,t-psol-q1,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,,,,,t-psol-q2,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,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?,t-psol-q3,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,n/a,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College-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",College enrollment rate (HS only),College enrollment rate (HS only),,,,,a-cgpr-i1,X,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,Percent positive work placement (HS only),Percent positive work placement (HS only),,,,,a-cppm-i1,X,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,,s-sper-q1,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",,s-sper-q2,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,,s-sper-q3,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",,s-civp-q1,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,,s-civp-q2,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,,s-civp-q3,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,How important is it to you to finish things you start?,How important is it to you to finish things you start?,,s-grit-q2,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",,s-grit-q3,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",,s-grit-q4,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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‚Äôt be good at it?,How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it?,,s-grmi-q4,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Students,,"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,,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",,,,,t-expa-q3,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Admin Data,,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",,s-appa-q3,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",,s-poaf-q1,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,s-poaf-q2,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",,s-poaf-q4,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?,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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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
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,"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",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,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,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,,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",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,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,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,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",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,,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,,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",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",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",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",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",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,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",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,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,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,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,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,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,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,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,,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,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),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),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",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,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",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,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,,,,,,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,,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,,"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,,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,,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,,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,,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,,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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,,"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,,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,,"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,,"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,,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,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,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‚Äôt be good at it?,How much do you think that needing to try really hard in a subject at school means you can‚Äôt 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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,,"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,,"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,,"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,,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,,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,,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,,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,,"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,,"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,,"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,,"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,,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,,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,,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,,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,,"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,,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,,"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,,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,,"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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,"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,,"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,,"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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,"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,,"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,,"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,,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,,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,,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,,"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,,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,,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,,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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,,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,,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,,"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,,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,,"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,,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,,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,,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,,"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,,"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,,"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,,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,,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,,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,,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,,"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,"Measures the development of traits relevant for students leading full and rewarding lives—in 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,,"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,,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,,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,,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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions.,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,"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,,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,,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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,,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,,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,,"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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,"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,,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,,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,,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,,"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,,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,,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,,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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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,"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,,"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,"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,,"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,,"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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,"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,,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,,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,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,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
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 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
2 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications College-Going & Persistence 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. Tracks the percentage of students enrolling in college immediately after high school graduation. 1A-i 4D-i 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay NCES, 2016 Percentage teachers with 5+ years of experience College enrollment rate (HS only) Percentage teachers with 5+ years of experience College enrollment rate (HS only) a-exp-i1 a-cgpr-i1 X #N/A 80 65.6 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.4 4.71 4.41
3 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Co-Curricular Activities 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. Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 1A-i 3B-iii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.6 4.71 4.61 Admin Data NCES, 2015-16 Census Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) a-exp-i2 a-cocu-i1 X #N/A 10 57 percentage ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.6 4.71 4.61
4 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications Career Preparation & Placement 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. Tracks student access to career technical education courses and rates of positive career placement after graduation. 1A-i 4D-ii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Admin Data Center for Education Data and Research Constructed by MCIEA staff Percentage teachers teaching in area of licensure Percent positive work placement (HS only) Percentage teachers teaching in area of licensure Percent positive work placement (HS only) a-exp-i3 a-cppm-i1 X #N/A 95 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.4 4.71 4.41
5 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications Career Preparation & Placement 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. Tracks student access to career technical education courses and rates of positive career placement after graduation. 1A-i 4D-ii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Teachers Admin Data Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) t-prep-q1 a-cppm-i2 X #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
6 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Cultural Responsiveness 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 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. 1A-i 3B-ii 2.855 2.68 2.865 2.69 3.365 3.19 3.375 3.2 3.865 3.69 3.875 3.7 4.7 4.5 4.71 4.51 Teachers Admin Data MA DESE, 2019-20, state average How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color t-prep-q2 a-cure-i1 #N/A 0.26 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
7 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Curricular Strength & Variety 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 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. 1A-i 3B-i 2.855 2.308571429 2.865 2.318571429 3.365 2.818571429 3.375 2.828571429 3.865 3.318571429 3.875 3.328571429 4.7 4.464285714 4.71 4.474285714 Teachers Admin Data Constructed by MCIEA staff How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) t-prep-q3 a-curv-i1 X #N/A 90 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
8 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data Constructed by MCIEA staff Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Overall, how much have you learned from your teacher? s-peff-q1 a-curv-i2 X Q10 #N/A 30 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
9 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data Constructed by MCIEA staff For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) 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 a-curv-i3 X Q11 #N/A 20 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
10 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data NCES, 2009 When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) 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 a-curv-i4 X Q12 #N/A 36.4 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
11 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) 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 a-curv-i5 X Q14 #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
12 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. Teachers & The Teaching Environment Learning Resources 1A 3B 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 a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) 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 a-curv-i6 X Q15 #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
13 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 invested in the process of learning. It includes measures of engagement in school and degree completion. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Students Admin Data MA DESE, 2019-20 How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? How good is your teacher at helping you learn? s-peff-q6 a-degr-i1 X Q16 #N/A 80 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
14 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 invested in the process of learning. It includes measures of engagement in school and degree completion. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Teachers Admin Data NCES, 2016 How confident are you in your ability to present material clearly? Percent students retained in a grade How confident are you in your ability to present material clearly? Percent students retained in a grade t-ieff-q1 a-degr-i2 #N/A 2 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
15 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 invested in the process of learning. It includes measures of engagement in school and degree completion. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Teachers Admin Data MA DESE, 2019-20 How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) t-ieff-q2 a-degr-i3 X #N/A 85 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 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. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures 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. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Effective Practices Professional Qualifications Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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-ii 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.45 4.71 4.46 Teachers Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience t-ieff-q3 a-exp-i1 #N/A 80 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 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. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Effective Practices Professional Qualifications Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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-ii 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.45 4.71 4.46 Teachers Admin Data NCES, 2015-16 How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified t-ieff-q4 a-exp-i2 #N/A 10 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 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. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Professional Community Professional Qualifications Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. 1A-iii 1A-i 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.45 4.71 4.46 Admin Data Constructed by MCIEA staff Center for Education Data and Research Percent teacher returning (excluding retirement) Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) Percentage teachers teaching in area of licensure a-pcom-i1 a-exp-i3 #N/A 85 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
19 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment Performance 1A 4A 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 performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.738333333 2.48 2.748333333 2.49 3.248333333 2.99 3.258333333 3 3.748333333 3.49 3.758333333 3.5 4.7 4.5 4.71 4.51 Professional Community Overall Performance 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 efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 1A-iii 4A-i 2.88 2.396666667 2.89 2.406666667 3.39 2.906666667 3.4 2.916666667 3.89 3.406666667 3.9 3.416666667 4.7 4.566666667 4.71 4.576666667 Admin Data Ed Week NCES, 2016 Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) a-pcom-i2 a-ovpe-i1 X #N/A 28 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.5 4.71 4.51
20 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Teachers & The Teaching Environment Performance 1A 4A 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 performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.738333333 2.48 2.748333333 2.49 3.248333333 2.99 3.258333333 3 3.748333333 3.49 3.758333333 3.5 4.7 4.5 4.71 4.51 Professional Community Overall Performance 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 efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 1A-iii 4A-i 2.88 2.396666667 2.89 2.406666667 3.39 2.906666667 3.4 2.916666667 3.89 3.406666667 3.9 3.416666667 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Constructed by MCIEA staff How many teachers in this school feel responsible for helping each other do their best? Percent students who fail 2 core courses (HS only) How many teachers in this school feel responsible for helping each other do their best? Percent students who fail 2 core courses (HS only) t-pcom-q1 a-ovpe-i2 X #N/A 1 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.5 4.71 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. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 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 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Constructed by MCIEA staff How many teachers in this school take responsibility for improving the school? Percent teacher returning (excluding retirement) How many teachers in this school take responsibility for improving the school? Percent teacher returning (excluding retirement) t-pcom-q2 a-pcom-i1 #N/A 85 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
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. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 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 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Ed Week This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent t-pcom-q3 a-pcom-i2 #N/A 28 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
23 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. 2.738333333 2.396666667 2.748333333 2.406666667 3.248333333 2.906666667 3.258333333 2.916666667 3.748333333 3.406666667 3.758333333 3.416666667 4.7 4.433333333 4.71 4.443333333 Professional Community Physical Health 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 student access to physical education and activity. It also includes a measure of medical staff to student ratio. 1A-iii 5D-ii 2.88 2.33 2.89 2.34 3.39 2.84 3.4 2.85 3.89 3.34 3.9 3.35 4.7 4.25 4.71 4.26 Teachers Admin Data Constructed by MCIEA staff As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio t-pcom-q4 a-phya-i1 #N/A 750 ratio 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.3 4.71 4.31
24 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. Teachers & The Teaching Environment Safety 1A 2A 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 school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.738333333 2.23 2.748333333 2.24 3.248333333 2.74 3.258333333 2.75 3.748333333 3.24 3.758333333 3.25 4.7 4.3 4.71 4.31 Professional Community Student Physical Safety Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 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. 1A-iii 2A-i 2.88 2.5675 2.89 2.5775 3.39 3.0775 3.4 3.0875 3.89 3.5775 3.9 3.5875 4.7 4.45 4.71 4.46 Teachers Admin Data NCES This year, how often have you had colleagues observe your classroom? Student to suspensions ratio This year, how often have you had colleagues observe your classroom? Student to suspensions ratio t-pcom-q5 a-phys-i1 #N/A 5.27 ratio 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
25 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. 2.48 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 Effective Leadership Student Physical Safety Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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. 1B-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 Teachers Admin Data Only captured to calculate the ratio To what extent do you trust your principal at his or her word? Number of student suspensions To what extent do you trust your principal at his or her word? Number of student suspensions t-prtr-q1 a-phys-i2 #N/A n/a number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.7 4.51 4.71
26 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. 2.48 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 Effective Leadership Student Physical Safety Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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. 1B-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 Teachers Admin Data only captured to calculate the chronic absence ratio At your school, how comfortable are you raising concerns with the principal? Number of students suspended for 10+ days At your school, how comfortable are you raising concerns with the principal? Number of students suspended for 10+ days t-prtr-q2 a-phys-i3 #N/A n/a number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.7 4.51 4.71
27 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. Leadership Creative & Performing Arts 1B 5C 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 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 Effective Leadership Participation In Creative & Performing Arts Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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. 1B-i 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers Admin Data How much do you trust your principal to stand up for you in disagreements with parents? Hours of arts instruction per student per week How much do you trust your principal to stand up for you in disagreements with parents? Hours of arts instruction per student per week t-prtr-q3 a-picp-i1 #N/A number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.3 4.51 4.31
28 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 Facilities & Personnel 1B 3A 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 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 Effective Leadership Physical Space & Materials Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 1B-i 3A-i 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Teachers Admin Data Constructed by MCIEA staff How effectively does your principal communicate a clear vision of teaching and learning? Average class size How effectively does your principal communicate a clear vision of teaching and learning? Average class size t-inle-q1 a-reso-i1 #N/A 20 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
29 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 Facilities & Personnel 1B 3A 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 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 Effective Leadership Content Specialists & Support Staff Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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. 1B-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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data American School Counselor Association (2005) How effectively does your principal press teachers to engage in good pedagogical practice? Student to guidance counselor ratio How effectively does your principal press teachers to engage in good pedagogical practice? Student to guidance counselor ratio t-inle-q2 a-sust-i1 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
30 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 Facilities & Personnel 1B 3A 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 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 Effective Leadership Content Specialists & Support Staff Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 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. 1B-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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data American School Counselor Association (2005) How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to mental health counselor ratio How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to mental health counselor ratio How much does your principal know about what's going on in teachers' classrooms? t-inle-q3 a-sust-i2 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
31 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 Facilities & Personnel 1B 3A 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 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 Support For Teaching Development & Growth Content Specialists & Support Staff Draws on anonymous teacher reports on the quality of professional development. 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. 1B-ii 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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data NCES, 2007-08 To what extent has your professional development been connected to the topics you teach? Student to instructional support staff ratio To what extent has your professional development been connected to the topics you teach? Student to instructional support staff ratio t-qupd-q1 a-sust-i3 #N/A 43.4 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
32 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 Facilities & Personnel 1B 3A 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 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 Support For Teaching Development & Growth Content Specialists & Support Staff Draws on anonymous teacher reports on the quality of professional development. 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. 1B-ii 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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data Constructed by MCIEA staff To what extent has your professional development included enough time to explore new ideas? Student to art teacher ratio To what extent has your professional development included enough time to explore new ideas? Student to art teacher ratio t-qupd-q3 a-sust-i4 #N/A 500 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
33 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 Academic Orientation 1B 2C 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 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 Support For Teaching Development & Growth Valuing of Learning Draws on anonymous teacher reports on the quality of professional development. 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. 1B-ii 2C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71 Teachers Admin Data MA DESE, 2019-20 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Chronic absence rate How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Chronic absence rate t-qupd-q2 a-vale-i1 #N/A 10 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.8 4.51 4.81
34 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 Academic Orientation 1B 2C 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 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 Support For Teaching Development & Growth Valuing of Learning Draws on anonymous teacher reports on the quality of professional development. 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. 1B-ii 2C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71 Teachers Admin Data Constructed by MCIEA staff Overall, how strong has support for your professional growth been? Average daily attendance Overall, how strong has support for your professional growth been? Average daily attendance t-qupd-q4 a-vale-i2 #N/A 90 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.8 4.51 4.81
35 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Leadership Performance 1B 4A 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 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 Support For Teaching Development & Growth Performance Growth Draws on anonymous teacher reports on the quality of professional development. Includes an asessment of student progression towards key learning goals. 1B-ii 4A-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 4.51 Teachers No source How often do teachers here work together to plan curriculum and instruction? Performance Growth How often do teachers here work together to plan curriculum and instruction? Performance Growth t-coll-q1 n/a #N/A n/a 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
36 Teachers & Leadership Academic Learning 1 4 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Leadership Critical Thinking 1B 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.48 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 Support For Teaching Development & Growth Problem Solving Skills Draws on anonymous teacher reports on the quality of professional development. 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. 1B-ii 4C-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 No source 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 #N/A n/a n/a 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41
37 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 Academic Orientation 1B 2C 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 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 Support For Teaching Development & Growth Academic Challenge Draws on anonymous teacher reports on the quality of professional development. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 1B-ii 2C-ii 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51 Teachers Students How often do teachers here collaborate to make the school run effectively? How much does your teacher encourage you to do your best? How often do teachers here collaborate to make the school run effectively? 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? t-coll-q3 s-acpr-q1 X #N/A Q22 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51
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. Safety Academic Orientation 2A 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students NCES Student to suspensions ratio When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 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? a-phys-i1 s-acpr-q2 #N/A Q23 5.27 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 4.51
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students Only captured to calculate the ratio Number of student suspensions How often does your teacher ask you to explain your answers? Number of student suspensions 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? a-phys-i2 s-acpr-q3 #N/A Q24 n/a number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 4.51
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students only captured to calculate the chronic absence ratio Number of students suspended for 10+ days How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 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? a-phys-i3 s-acpr-q4 #N/A Q26 n/a number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 4.51
41 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. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional 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 student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? Not in the 17-18 Surveys How often do you worry about violence at your school? Not in the 16-17 Surveys s-phys-q1 s-acst-q1 Q40 Q135 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 4.3 4.51 4.31
42 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. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional 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 student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? Not in the 17-18 Surveys How often do students get into physical fights at your school? Not in the 16-17 Surveys s-phys-q2 s-acst-q2 X Q41 Q136 . 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 4.3 4.51 4.31
43 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. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional 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 student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students Overall, how physically safe do you feel at school? Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? 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? Overall, how safe do you feel at school? Not in the 17-18 Surveys Overall, how safe do you feel at school? Not in the 16-17 Surveys s-phys-q3 s-acst-q3 Q42 Q137 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 4.3 4.51 4.31
44 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 Creative & Performing Arts 2A 5C 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 students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Physical Safety Valuing Creative & Performing Arts 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 their interest in creative or performing arts. 2A-i 5C-ii 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do you feel like you might be harmed by someone at school? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? 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? How often do you feel like you might be harmed by someone at school? If your friends or family wanted to go to an art museum, how interested would you be in going? How often do you feel like you might be harmed by someone at school? If your friends or family wanted to go to an art museum, how interested would you be in going? s-phys-q4 s-appa-q1 X Q43 Q37 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 4.3 4.51 4.31
45 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 Creative & Performing Arts 2A 5C 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 students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Emotional Safety Valuing Creative & Performing Arts Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their interest in creative or performing arts. 2A-ii 5C-ii 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 4.3 4.51 4.31 Teachers Students How often are students bullied at school or online? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students bullied at school or online? 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? How often are students bullied at school? t-pvic-q1 s-appa-q2 #N/A Q38 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 4.3 4.51 4.31
46 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 Creative & Performing Arts 2A 5C 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 students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Emotional Safety Valuing Creative & Performing Arts Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their interest in creative or performing arts. 2A-ii 5C-ii 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 4.3 4.51 4.31 Teachers Students How often are students bullied because of who they are? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students bullied because of who they are? 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? t-pvic-q2 s-appa-q3 #N/A Q39 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 4.3 4.51 4.31
47 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 Civic Engagement 2A 5A 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 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. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their commitment to social awareness and community improvement. 2A-ii 5A-ii 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 4.4 4.51 4.41 Teachers Students Overall, how unkind are students to each other? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? Overall, how unkind are students to each other? 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? t-pvic-q3 s-civp-q1 #N/A Q30 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 4.4 4.51 4.41
48 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 Civic Engagement 2A 5A 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 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. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their commitment to social awareness and community improvement. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How often are students at this school unkind to each other online? How important is it to you to get involved in improving your community? How often are students at this school unkind to each other online? How important is it to you to get involved in improving your community? How often do you think students at your school are bullied online? How important is it to you to get involved in improving your community? How often do you think students at your school are bullied online? How important is it to you to get involved in improving your community? s-emsa-q2 s-civp-q2 Q8 Q31 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 4.4 4.51 4.41
49 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 Civic Engagement 2A 5A 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 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. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their commitment to social awareness and community improvement. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How much bullying occurs at this school? How important is it to you to actively challenge inequalities in society? How much bullying occurs at this school? How important is it to you to actively challenge inequalities in society? How often do you observe students teasing other students at your school? How important is it to you to actively challenge inequalities in society? How often do you observe students teasing other students at your school? How important is it to you to actively challenge inequalities in society? s-emsa-q3 s-civp-q3 Q9 Q32 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 4.4 4.51 4.41
50 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 Civic Engagement 2A 5A 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 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. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about their commitment to social awareness and community improvement. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How often are students unkind to each other at this school? How important is it to you to take action when something in society needs changing? How often are students unkind to each other at this school? How important is it to you to take action when something in society needs changing? How worried are you that you will be bullied because of who you are? How important is it to you to take action when something in society needs changing? How worried are you that you will be bullied because of who you are? How important is it to you to take action when something in society needs changing? s-emsa-q1 s-civp-q4 X Q7 Q33 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 4.4 4.51 4.41
51 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 Learning Resources 2B 3B 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 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 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness 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 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. 2B-i 3B-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 4.5 4.51 Teachers Students How much do students at this school care about each other? In your classes, how often do you see people like you represented in what you study? How much do students at this school care about each other? 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 t-psup-q1 s-cure-q1 #N/A Q129 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 4.6 4.51 4.61
52 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 Learning Resources 2B 3B 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 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 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness 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 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. 2B-i 3B-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 4.5 4.51 Teachers Students How often do students at this school help each other learn? In your classes, how often do you see many different kinds of people represented in what you study? How often do students at this school help each other learn? 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 t-psup-q2 s-cure-q2 #N/A Q130 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 4.6 4.51 4.61
53 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 Learning Resources 2B 3B 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 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 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness 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 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. 2B-i 3B-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 4.5 4.51 Teachers Students How well do students at this school get along with each other? How valued do you think all students' home cultures and languages are in the school curriculum? How well do students at this school get along with each other? 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 t-psup-q3 s-cure-q3 #N/A Q131 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 4.6 4.51 4.61
54 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 Learning Resources 2B 3B 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 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 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness 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 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. 2B-i 3B-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 4.5 4.51 Teachers Students At this school, how respectful are students to each other? How valued do you think your home culture and language are in the school curriculum? At this school, how respectful are students to each other? 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 t-psup-q4 s-cure-q4 X #N/A Q132 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 4.6 4.51 4.61
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Safety 2B 2A 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 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 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students Overall, how much do you feel like you belong at your school? How often are students unkind to each other at this school? Overall, how much do you feel like you belong at your school? How often are students unkind to each other at this school? Overall, how much do you feel like you belong at your school? How worried are you that you will be bullied because of who you are? Overall, how much do you feel like you belong at your school? How worried are you that you will be bullied because of who you are? s-sbel-q1 s-emsa-q1 X Q44 Q7 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Safety 2B 2A 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 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 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students At your school, how accepted do you feel by the other students? How often are students at this school unkind to each other online? At your school, how accepted do you feel by the other students? How often are students at this school unkind to each other online? At your school, how accepted do you feel by the other students? How often do you think students at your school are bullied online? At your school, how accepted do you feel by the other students? How often do you think students at your school are bullied online? s-sbel-q2 s-emsa-q2 Q45 Q8 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Safety 2B 2A 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 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 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students How well do people at your school understand you? How much bullying occurs at this school? How well do people at your school understand you? How much bullying occurs at this school? How well do people at your school understand you? How often do you observe students teasing other students at your school? How well do people at your school understand you? How often do you observe students teasing other students at your school? s-sbel-q3 s-emsa-q3 Q46 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 4.5 4.51
58 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 Creative & Performing Arts 2B 5C 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 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 Student Sense of Belonging Participation In Creative & Performing Arts 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 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. 2B-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 4.5 4.51 Students How much respect do students in your school show you? In a typical week, how much time do you spend in creative arts instruction or activities? How much respect do students in your school show you? In a typical week, how much time do you spend in creative arts instruction or activities? How much respect do students in your school show you? In a typical week, how much time do you spend in creative arts instruction or activities? How much respect do students in your school show you? In a typical week, how much time do you spend in creative arts instruction or activities? s-sbel-q4 s-expa-q1 X Q48 Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
59 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 Work Ethic 2B 5B 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 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 Student Sense of Belonging Perseverance & Determination 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 their ability to pursue goals, work hard in spite of challenges, and finish what they start. 2B-i 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students How connected do you feel to the adults at your school? If you face a problem while working towards an important goal, how well can you keep working? How connected do you feel to the adults at your school? If you face a problem while working towards an important goal, how well can you keep working? How connected do you feel to the adults at your school? If you face a problem while working towards an important goal, how well can you keep working? How connected do you feel to the adults at your school? If you face a problem while working towards an important goal, how well can you keep working? s-sbel-q5 s-grit-q1 X Q49 Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
60 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 Work Ethic 2B 5B 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 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 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How important is it to you to finish things you start? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How important is it to you to finish things you start? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How important is it to you to finish things you start? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How important is it to you to finish things you start? s-tint-q1 s-grit-q2 Q17 Q64 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
61 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 Work Ethic 2B 5B 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 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 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students How interested in your teacher in what you do outside of class? How confident are you that you can remain focused on what you are doing, even when there are distractions? How interested in your teacher in what you do outside of class? How confident are you that you can remain focused on what you are doing, even when there are distractions? How interested is your teacher in what you do outside of class? How confident are you that you can remain focused on what you are doing, even when there are distractions? How interested is your teacher in what you do outside of class? How confident are you that you can remain focused on what you are doing, even when there are distractions? s-tint-q2 s-grit-q3 Q18 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
62 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 Work Ethic 2B 5B 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 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 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you walked into class upset, how concerned would your teacher be? If you fail to reach an important goal, how likely are you to try again? If you walked into class upset, how concerned would your teacher be? If you fail to reach an important goal, how likely are you to try again? If you walked into class upset, how concerned would your teacher be? If you fail to reach an important goal, how likely are you to try again? If you walked into class upset, how concerned would your teacher be? If you fail to reach an important goal, how likely are you to try again? s-tint-q3 s-grit-q4 Q19 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
63 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 Work Ethic 2B 5B 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 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 Student-Teacher Relationships Growth Mindset Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 2B-ii 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you came back to visit class three years from now, how excited would your teacher be to see you? How much do you think you can change your own intelligence? If you came back to visit class three years from now, how excited would your teacher be to see you? How much do you think you can change your own intelligence? If you came back to visit class three years from now, how excited would your teacher be to see you? How much do you think you can change your own intelligence? If you came back to visit class three years from now, how excited would your teacher be to see you? How much do you think you can change your own intelligence? s-tint-q4 s-grmi-q1 Q20 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
64 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 Work Ethic 2B 5B 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 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 Student-Teacher Relationships Growth Mindset Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 2B-ii 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you had something on your mind, how carefully would your teacher listen to you? How much do you think that being bad at math is something someone can change? If you had something on your mind, how carefully would your teacher listen to you? How much do you think that being bad at math is something someone can change? If you had something on your mind, how carefully would your teacher listen to you? How much do you think that being good at math is something you can change? If you had something on your mind, how carefully would your teacher listen to you? How much do you think that being good at math is something you can change? s-tint-q5 s-grmi-q2 X Q21 Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
65 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. Academic Orientation Work Ethic 2C 5B 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 students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.5 4.61 4.51 Valuing of Learning Growth Mindset 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 see themselves as capable of expanding their skills and/or intelligence through hard work. 2C-i 5B-ii 2.88 2.23 2.89 2.24 3.39 2.74 3.4 2.75 3.89 3.24 3.9 3.25 4.7 4.3 4.71 4.31 Students Overall, how important is school to you? How much do you think that struggling as a writer is something someone can change? Overall, how important is school to you? How much do you think that struggling as a writer is something someone can change? Overall, how important is school to you? Overall, how important is school to you? s-vale-q1 s-grmi-q3 Q50 Q127 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 4.3 4.51 4.31
66 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. Academic Orientation Work Ethic 2C 5B 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 students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.5 4.61 4.51 Valuing of Learning Growth Mindset 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 see themselves as capable of expanding their skills and/or intelligence through hard work. 2C-i 5B-ii 2.88 2.23 2.89 2.24 3.39 2.74 3.4 2.75 3.89 3.24 3.9 3.25 4.7 4.3 4.71 4.31 Students How curious are you to learn more about things you talked about in school? How much do you think that intelligence is something that can be changed? How curious are you to learn more about things you talked about in school? 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 curious are you to learn more about things you talked about in school? 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 curious are you to learn more about things you talked about in school? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? s-vale-q2 s-grmi-q4 Q53 Q36 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 4.3 4.51 4.31
67 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Students How much do you enjoy learning in school? Overall, how much have you learned from your teacher? How much do you enjoy learning in school? Overall, how much have you learned from your teacher? How much do you enjoy learning in school? Overall, how much have you learned from your teacher? How much do you enjoy learning in school? Overall, how much have you learned from your teacher? s-vale-q3 s-peff-q1 Q54 Q10 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
68 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Students How much do you see yourself as a learner? For this class, how clearly does your teacher present the information that you need to learn? How much do you see yourself as a learner? For this class, how clearly does your teacher present the information that you need to learn? How much do you see yourself as a learner? For this class, how clearly does your teacher present the information that you need to learn? How much do you see yourself as a learner? For this class, how clearly does your teacher present the information that you need to learn? s-vale-q4 s-peff-q2 Q55 Q11 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
69 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Admin Data Students MA DESE, 2019-20 Chronic absence rate When you need extra help, how good is your teacher at giving you that help? Chronic absence rate 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? a-vale-i1 s-peff-q3 #N/A Q12 10 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.7 4.81 4.71
70 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Admin Data Students Constructed by MCIEA staff Average daily attendance How well can your teacher tell whether or not you understand a topic? Average daily attendance 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? a-vale-i2 s-peff-q4 #N/A Q14 90 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.7 4.81 4.71
71 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Academic Challenge Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-ii 1A-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 How much does your teacher encourage you to do your best? How interesting does your teacher make the things you are learning? How much does your teacher encourage you to do your best? How interesting does your teacher make the things you are learning? How much does your teacher encourage you to do your best? How interesting does your teacher make the things you are learning? How much does your teacher encourage you to do your best? How interesting does your teacher make the things you are learning? s-acpr-q1 s-peff-q5 Q22 Q15 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
72 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. Academic Orientation Teachers & The Teaching Environment 2C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Academic Challenge Effective Practices 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 factors like teacher effectiveness, support for students, and classroom management. 2C-ii 1A-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 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? s-acpr-q2 s-peff-q6 X Q23 Q16 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
73 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A 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 is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Students How often does your teacher ask you to explain your answers? How often do you worry about violence at your school? How often does your teacher ask you to explain your answers? How often do you worry about violence at your school? How often does your teacher ask you to explain your answers? How often do you worry about violence at your school? How often does your teacher ask you to explain your answers? How often do you worry about violence at your school? s-acpr-q3 s-phys-q1 Q24 Q40 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
74 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A 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 is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Students How often does your teacher take time to make sure you understand the material? How often do students get into physical fights at your school? How often does your teacher take time to make sure you understand the material? How often do students get into physical fights at your school? How often does your teacher take time to make sure you understand the material? How often do students get into physical fights at your school? How often does your teacher take time to make sure you understand the material? How often do students get into physical fights at your school? s-acpr-q4 s-phys-q2 Q26 Q41 . 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 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. Academic Orientation Safety 2C 2A 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 is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Teachers Students How well does your school foster academic challenge for all students? Overall, how physically safe do you feel at school? How well does your school foster academic challenge for all students? 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? t-acch-q1 s-phys-q3 #N/A Q42 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 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. Academic Orientation Safety 2C 2A 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 is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Teachers Students How effectively does your school challenge students who are struggling academically? How often do you feel like you might be harmed by someone at school? How effectively does your school challenge students who are struggling academically? 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? t-acch-q2 s-phys-q4 X #N/A Q43 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
77 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. Academic Orientation Health 2C 5D 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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.78 2.396666667 2.79 2.406666667 3.29 2.906666667 3.3 2.916666667 3.79 3.406666667 3.8 3.416666667 4.6 4.433333333 4.61 4.443333333 Academic Challenge Social & Emotional Health Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2C-ii 5D-i 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 4.3 4.51 4.31 Teachers Students How effectively does your school challenge students who are thriving academically? On a regular day at school, how often do you feel relaxed? How effectively does your school challenge students who are thriving academically? 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? t-acch-q3 s-poaf-q1 #N/A Q69 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 4.3 4.51 4.31
78 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 Health 3A 5D 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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Admin Data Students Constructed by MCIEA staff Average class size How often are you enthusiastic at school? Average class size How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? a-reso-i1 s-poaf-q2 #N/A Q70 20 number 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 4 3.25 4.9 4.3 4.91 4.31
79 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 Health 3A 5D 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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Teachers Students How adequate is your access to the materials you need to effectively teach? On a normal day in school, how confident do you feel? How adequate is your access to the materials you need to effectively teach? 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? t-reso-q1 s-poaf-q3 X #N/A Q71 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.3 4.26 4.31
80 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 Health 3A 5D 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 the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Teachers Students How adequate is your access to the technology you need to effectively teach? On a normal day in school, how much are you able to concentrate? How adequate is your access to the technology you need to effectively teach? 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? t-reso-q2 s-poaf-q4 #N/A Q72 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.3 4.26 4.31
81 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Relationships 3A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How adequate is the support you receive for using technology? Overall, how much do you feel like you belong at your school? How adequate is the support you receive for using technology? 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? t-reso-q3 s-sbel-q1 #N/A Q44 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
82 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Relationships 3A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How sufficient is the physical space for in-school activities during the pandemic? At your school, how accepted do you feel by the other students? How sufficient is the physical space for in-school activities during the pandemic? 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 sufficient is the physical space for school activities? t-reso-q4 s-sbel-q2 X #N/A Q45 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
83 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Relationships 3A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How well-maintained are school facilities during the pandemic? How well do people at your school understand you? How well-maintained are school facilities during the pandemic? 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-maintained are school facilities? t-reso-q5 s-sbel-q3 #N/A Q46 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
84 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Relationships 3A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Content Specialists & Support Staff Student Sense of Belonging Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 3A-ii 2B-i 2.763333333 2.23 2.773333333 2.24 3.273333333 2.74 3.283333333 2.75 3.773333333 3.24 3.783333333 3.25 4.683333333 4.5 4.693333333 4.51 Admin Data Students American School Counselor Association (2005) Student to guidance counselor ratio How much respect do students in your school show you? Student to guidance counselor ratio 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? a-sust-i1 s-sbel-q4 #N/A Q48 250 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.9 4.5 4.91 4.51
85 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Facilities & Personnel Relationships 3A 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Content Specialists & Support Staff Student Sense of Belonging Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 3A-ii 2B-i 2.763333333 2.23 2.773333333 2.24 3.273333333 2.74 3.283333333 2.75 3.773333333 3.24 3.783333333 3.25 4.683333333 4.5 4.693333333 4.51 Admin Data Students American School Counselor Association (2005) Student to mental health counselor ratio How connected do you feel to the adults at your school? Student to mental health counselor ratio 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? a-sust-i2 s-sbel-q5 #N/A Q49 250 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.9 4.5 4.91 4.51
86 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 Civic Engagement 3A 5A 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 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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 comfort in considering different perspectives and conflicting opinions. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Admin Data Students NCES, 2007-08 Student to instructional support staff ratio How often do you try to think of more than one explanation for why someone else acted as they did? Student to instructional support staff ratio 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? a-sust-i3 s-sper-q1 #N/A Q59 43.4 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.4 4.91 4.41
87 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 Civic Engagement 3A 5A 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 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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 comfort in considering different perspectives and conflicting opinions. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Admin Data Students Constructed by MCIEA staff Student to art teacher ratio Overall, how often do you try to understand the point of view of other people? Student to art teacher ratio 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? a-sust-i4 s-sper-q2 #N/A Q60 500 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.4 4.91 4.41
88 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 Civic Engagement 3A 5A 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 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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 comfort in considering different perspectives and conflicting opinions. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Teachers Students Overall, how effective is the support students receive from non-teaching staff? How often do you try to figure out what motivates others to behave as they do? Overall, how effective is the support students receive from non-teaching staff? 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? t-sust-q1 s-sper-q3 #N/A Q61 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 4.4 4.26 4.41
89 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 Civic Engagement 3A 5A 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 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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 comfort in considering different perspectives and conflicting opinions. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Teachers Students How adequate is the number of non-teaching support staff? In general, how often do you try to understand how other people see things? How adequate is the number of non-teaching support staff? 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? t-sust-q2 s-sper-q4 X #N/A Q62 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 4.4 4.26 4.41
90 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Teachers Students How often are non-teaching support staff available either online or in person for students with non-academic issues? How excited are you about going to this class? How often are non-teaching support staff available either online or in person for students with non-academic issues? 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 often are non-teaching support staff available for students with non-academic issues? t-sust-q3 s-sten-q1 #N/A Q27 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
91 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Teachers Students How often are non-teaching support staff available either online or in person for students who are struggling academically? Overall, how interested are you in this class? How often are non-teaching support staff available either online or in person for students who are struggling academically? 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 often are non-teaching support staff available for students who are struggling academically? t-sust-q4 s-sten-q2 X #N/A Q28 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
92 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. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Students When you need help learning something, is there an adult at school other than your teacher who can work with you? How often do you get so focused on class activities that you lose track of time? When you need help learning something, is there an adult at school other than your teacher who can work with you? How often do you get so focused on class activities that you lose track of time? When you need help learning something, is there an adult at school other than your teacher who can work with you? How interesting do you find the things you learn in school? When you need help learning something, is there an adult at school other than your teacher who can work with you? How often do you take time outside of class to learn more about what you are studying in class? s-sust-q2 s-sten-q3 Q57 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
93 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel 3A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 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 2.763333333 2.396666667 2.773333333 2.406666667 3.273333333 2.906666667 3.283333333 2.916666667 3.773333333 3.406666667 3.783333333 3.416666667 4.683333333 4.433333333 4.693333333 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
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. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Content Specialists & Support Staff Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 3B-i 3A-ii 2.887142857 2.396666667 2.897142857 2.406666667 3.397142857 2.906666667 3.407142857 2.916666667 3.897142857 3.406666667 3.907142857 3.416666667 4.6 4.433333333 4.61 4.443333333 Admin Data Students Constructed by MCIEA staff Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) 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? a-curv-i1 s-sust-q2 X #N/A Q57 90 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
95 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Relationships 3B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 about the degree to which they feel respected and cared for by their teachers. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Constructed by MCIEA staff Percent juniors and seniors enrolled in one AP (HS only) When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? Percent juniors and seniors enrolled in one AP (HS only) 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? a-curv-i2 s-tint-q1 X X #N/A Q17 30 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
96 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Relationships 3B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 about the degree to which they feel respected and cared for by their teachers. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Constructed by MCIEA staff Percent AP test takers scoring 3 or higher (HS only) How interested in your teacher in what you do outside of class? Percent AP test takers scoring 3 or higher (HS only) 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? a-curv-i3 s-tint-q2 X #N/A Q18 20 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
97 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Relationships 3B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 about the degree to which they feel respected and cared for by their teachers. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students NCES, 2009 Percent students of color enrolled in advanced coursework (HS only) If you walked into class upset, how concerned would your teacher be? Percent students of color enrolled in advanced coursework (HS only) 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? a-curv-i4 s-tint-q3 X #N/A Q19 36.4 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
98 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Relationships 3B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 about the degree to which they feel respected and cared for by their teachers. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Student to number of courses ratio (HS only) If you came back to visit class three years from now, how excited would your teacher be to see you? Student to number of courses ratio (HS only) 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? a-curv-i5 s-tint-q4 X #N/A Q20 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
99 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Relationships 3B 2B 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 school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 about the degree to which they feel respected and cared for by their teachers. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Student to number of electives ratio (completely free choice) (HS only) If you had something on your mind, how carefully would your teacher listen to you? Student to number of electives ratio (completely free choice) (HS only) 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? a-curv-i6 s-tint-q5 X #N/A Q21 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
100 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the degree to which the school environment is safe, caring, and academically-oriented. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students Overall, how rigorous is the curriculum that you are expected to teach? Overall, how important is school to you? Overall, how rigorous is the curriculum that you are expected to teach? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? t-curv-q1 s-vale-q1 #N/A Q50 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
101 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students How coherent is the curriculum that you are expected to teach? How curious are you to learn more about things you talked about in school? How coherent is the curriculum that you are expected to teach? 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? t-curv-q2 s-vale-q2 #N/A Q53 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
102 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How much do you enjoy learning in school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? t-curv-q3 s-vale-q3 X #N/A Q54 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
103 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students How well-rounded is the curriculum that you and your colleagues teach? How much do you see yourself as a learner? How well-rounded is the curriculum that you and your colleagues teach? 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-curv-q4 s-vale-q4 #N/A Q55 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
104 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Admin Data Teachers MA DESE, 2019-20, state average Teacher-student parity index: % teachers of color/% students of color How well does your school foster academic challenge for all students? Teacher-student parity index: % teachers of color/% students of color How well does your school foster academic challenge for all students? a-cure-i1 t-acch-q1 #N/A 0.26 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.6 4.5 4.61 4.51
105 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Teachers How able are you to integrate material from different cultures into your instruction either online or in person?' How effectively does your school challenge students who are struggling academically? How able are you to integrate material from different cultures into your instruction either online or in person?' How effectively does your school challenge students who are struggling academically? How able are you to integrate material from different cultures into your class? t-cure-q1 t-acch-q2 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
106 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. Learning Resources Academic Orientation 3B 2C 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 student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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 the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Teachers How often do you integrate culturally diverse content into your teaching? How effectively does your school challenge students who are thriving academically? How often do you integrate culturally diverse content into your teaching? How effectively does your school challenge students who are thriving academically? t-cure-q2 t-acch-q3 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
107 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Teachers How often do you use teaching strategies to facilitate learning among culturally diverse students? How effectively does this school connect with immigrant families, providing translation when necessary? How often do you use teaching strategies to facilitate learning among culturally diverse students? 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-cure-q3 t-ceng-q1 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
108 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Teachers How motivated are you to integrate culturally diverse content in your classroom? How effectively does this school respond to the needs and values of the surrounding community? How motivated are you to integrate culturally diverse content in your classroom? 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-cure-q4 t-ceng-q2 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 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. Learning Resources Community Support 3B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Students Teachers In your classes, how often do you see people like you represented in what you study? To what extent are all groups of parents represented in the governance of the school? In your classes, how often do you see people like you represented in what you study? To what extent are all groups of parents represented in the governance of the school? Not in the 17-18 Surveys Not in the 16-17 Surveys s-cure-q1 t-ceng-q3 Q129 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 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. Learning Resources Community Support 3B 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Students Teachers In your classes, how often do you see many different kinds of people represented in what you study? Overall, how effectively does this school connect with the community? In your classes, how often do you see many different kinds of people represented in what you study? Overall, how effectively does this school connect with the community? Not in the 17-18 Surveys Not in the 16-17 Surveys s-cure-q2 t-ceng-q4 Q130 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
111 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. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 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 2.546666667 2.48 2.556666667 2.49 3.056666667 2.99 3.066666667 3 3.556666667 3.49 3.566666667 3.5 4.6 4.5 4.61 4.51 Students Teachers How valued do you think all students' home cultures and languages are in the school curriculum? How often do teachers here work together to plan curriculum and instruction? How valued do you think all students' home cultures and languages are in the school curriculum? How often do teachers here work together to plan curriculum and instruction? Not in the 17-18 Surveys Not in the 16-17 Surveys s-cure-q3 t-coll-q1 Q131 #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
112 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. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 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 2.546666667 2.48 2.556666667 2.49 3.056666667 2.99 3.066666667 3 3.556666667 3.49 3.566666667 3.5 4.6 4.5 4.61 4.51 Students Teachers How valued do you think your home culture and language are in the school curriculum? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How valued do you think your home culture and language are in the school curriculum? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? Not in the 17-18 Surveys Not in the 16-17 Surveys s-cure-q4 t-coll-q2 Q132 #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
113 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. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 4.443333333 Co-Curricular Activities Support For Teaching Development & Growth Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). Draws on anonymous teacher reports on the quality of professional development. 3B-iii 1B-ii 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.5 4.61 4.51 Admin Data Teachers Census Student to co-curricular activities ratio (HS only) How often do teachers here collaborate to make the school run effectively? Student to co-curricular activities ratio (HS only) How often do teachers here collaborate to make the school run effectively? a-cocu-i1 t-coll-q3 X #N/A 57 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.5 4.61 4.51
114 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the 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. 3C-i 3B-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 How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? 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-peng-q1 t-cure-q1 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the 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. 3C-i 3B-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 How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? t-peng-q2 t-cure-q2 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the 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. 3C-i 3B-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 How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? t-peng-q3 t-cure-q3 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the 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. 3C-i 3B-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 How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? t-peng-q4 t-cure-q4 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers How effectively does this school connect with immigrant families, providing translation when necessary? Overall, how rigorous is the curriculum that you are expected to teach? How effectively does this school connect with immigrant families, providing translation when necessary? Overall, how rigorous is the curriculum that you are expected to teach? How effectively does this school connect with immigrant parents, providing translation when necessary? t-ceng-q1 t-curv-q1 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers How effectively does this school respond to the needs and values of the surrounding community? How coherent is the curriculum that you are expected to teach? How effectively does this school respond to the needs and values of the surrounding community? How coherent is the curriculum that you are expected to teach? How effectively does this school respond to the needs and values the surrounding community? t-ceng-q2 t-curv-q2 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers To what extent are all groups of parents represented in the governance of the school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? To what extent are all groups of parents represented in the governance of the school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? t-ceng-q3 t-curv-q3 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
121 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers Overall, how effectively does this school connect with the community? How well-rounded is the curriculum that you and your colleagues teach? Overall, how effectively does this school connect with the community? How well-rounded is the curriculum that you and your colleagues teach? t-ceng-q4 t-curv-q4 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
122 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. Performance Creative & Performing Arts 4A 5C 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 students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.813333333 2.48 2.823333333 2.49 3.323333333 2.99 3.333333333 3 3.823333333 3.49 3.833333333 3.5 4.5 4.51 Performance Growth Participation In Creative & Performing Arts Includes an asessment of student progression towards key learning goals. 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. 4A-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 4.5 4.51 No source Teachers Performance Growth In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Performance Growth 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? n/a t-expa-q2 #N/A n/a 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.5 4.3 4.51 4.31
123 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. Performance Creative & Performing Arts 4A 5C 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 students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. 2.813333333 2.48 2.823333333 2.49 3.323333333 2.99 3.333333333 3 3.823333333 3.49 3.833333333 3.5 4.5 4.51 Overall Performance Participation In Creative & Performing Arts 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 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. 4A-i 5C-i 2.813333333 2.48 2.823333333 2.49 3.323333333 2.99 3.333333333 3 3.823333333 3.49 3.833333333 3.5 4.5 4.51 Admin Data Teachers NCES, 2016 Percent students who fail 1 core course (HS only) In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Percent students who fail 1 core course (HS only) In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? a-ovpe-i1 t-expa-q3 X #N/A 2 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.5 4.3 4.51 4.31
124 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. Performance Teachers & The Teaching Environment 4A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.813333333 2.756190476 2.823333333 2.766190476 3.323333333 3.266190476 3.333333333 3.276190476 3.823333333 3.766190476 3.833333333 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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 student reports about factors like teacher effectiveness, support for students, and classroom management. 4A-i 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 Admin Data Teachers Constructed by MCIEA staff Percent students who fail 2 core courses (HS only) How confident are you in your ability to present material clearly? Percent students who fail 2 core courses (HS only) How confident are you in your ability to present material clearly? a-ovpe-i2 t-ieff-q1 X #N/A 1 percentage 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
125 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. Performance Teachers & The Teaching Environment 4A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.813333333 2.756190476 2.823333333 2.766190476 3.323333333 3.266190476 3.333333333 3.276190476 3.823333333 3.766190476 3.833333333 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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 student reports about factors like teacher effectiveness, support for students, and classroom management. 4A-i 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 Teachers Relative to what you know of students this age, how academically able are your students? How confident are you in your ability to identify gaps in student understanding? Relative to what you know of students this age, how academically able are your students? How confident are you in your ability to identify gaps in student understanding? t-sach-q1 t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
126 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. Performance Teachers & The Teaching Environment 4A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.813333333 2.756190476 2.823333333 2.766190476 3.323333333 3.266190476 3.333333333 3.276190476 3.823333333 3.766190476 3.833333333 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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 student reports about factors like teacher effectiveness, support for students, and classroom management. 4A-i 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 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? How confident are you in your ability to provide extra help to students who need it? 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? How confident are you in your ability to provide extra help to students who need it? t-sach-q2 t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
127 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. Performance Teachers & The Teaching Environment 4A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.813333333 2.756190476 2.823333333 2.766190476 3.323333333 3.266190476 3.333333333 3.276190476 3.823333333 3.766190476 3.833333333 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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 student reports about factors like teacher effectiveness, support for students, and classroom management. 4A-i 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 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? How confident are you in your ability to make material interesting for 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? How confident are you in your ability to make material interesting for students? If an observer sat in on one of your classes for a week, how would s/he rate your students? t-sach-q3 t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
128 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. Student Commitment To Learning Leadership 4B 1B 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 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. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 4B-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 Students Teachers How excited are you about going to this class? How effectively does your principal communicate a clear vision of teaching and learning? How excited are you about going to this class? How effectively does your principal communicate a clear vision of teaching and learning? How excited are you about going to this class? How excited are you about going to this class? s-sten-q1 t-inle-q1 Q27 #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
129 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. Student Commitment To Learning Leadership 4B 1B 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 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. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 4B-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 Students Teachers Overall, how interested are you in this class? How effectively does your principal press teachers to engage in good pedagogical practice? Overall, how interested are you in this class? How effectively does your principal press teachers to engage in good pedagogical practice? Overall, how interested are you in this class? Overall, how interested are you in this class? s-sten-q2 t-inle-q2 Q28 #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
130 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. Student Commitment To Learning Leadership 4B 1B 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 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. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 4B-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 Students Teachers How often do you get so focused on class activities that you lose track of time? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How often do you get so focused on class activities that you lose track of time? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 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? How much does your principal know about what's going on in teachers' classrooms? s-sten-q3 t-inle-q3 Q29 #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
131 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. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers MA DESE, 2019-20 4-year on-time graduation rate (HS only) How many teachers in this school feel responsible for helping each other do their best? 4-year on-time graduation rate (HS only) How many teachers in this school feel responsible for helping each other do their best? a-degr-i1 t-pcom-q1 X #N/A 80 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
132 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. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers NCES, 2016 Percent students retained in a grade How many teachers in this school take responsibility for improving the school? Percent students retained in a grade How many teachers in this school take responsibility for improving the school? a-degr-i2 t-pcom-q2 #N/A 2 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
133 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. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers MA DESE, 2019-20 5-year graduation rate (HS only) This year, how often have you had conversations with your colleagues about what helps students learn? 5-year graduation rate (HS only) This year, how often have you had conversations with your colleagues about what helps students learn? a-degr-i3 t-pcom-q3 X #N/A 85 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
134 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 Teachers & The Teaching Environment 4C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.98 2.756190476 2.99 2.766190476 3.49 3.266190476 3.5 3.276190476 3.99 3.766190476 4 3.776190476 4.4 4.504761905 4.41 4.514761905 Problem Solving Emphasis Professional Community 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 health of the professional community. It also includes measures of teacher absences and retention. 4C-i 1A-iii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.566666667 4.41 4.576666667 Teachers How often do students at your school come up with their own interpretations of material? As a faculty, how well do you do talking through views, opinions, and values? How often do students at your school come up with their own interpretations of material? As a faculty, how well do you do talking through views, opinions, and values? t-psol-q1 t-pcom-q4 #N/A 2.38 2.68 2.39 2.69 2.89 3.19 2.9 3.2 3.39 3.69 3.4 3.7 4.4 4.7 4.41 4.71
135 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 Teachers & The Teaching Environment 4C 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.98 2.756190476 2.99 2.766190476 3.49 3.266190476 3.5 3.276190476 3.99 3.766190476 4 3.776190476 4.4 4.504761905 4.41 4.514761905 Problem Solving Emphasis Professional Community 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 health of the professional community. It also includes measures of teacher absences and retention. 4C-i 1A-iii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.566666667 4.41 4.576666667 Teachers How often do students apply ideas they have learned to new situations? This year, how often have you had colleagues observe your classroom? How often do students apply ideas they have learned to new situations? This year, how often have you had colleagues observe your classroom? t-psol-q2 t-pcom-q5 #N/A 2.38 2.68 2.39 2.69 2.89 3.19 2.9 3.2 3.39 3.69 3.4 3.7 4.4 4.7 4.41 4.71
136 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. Critical Thinking Community Support 4C 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 Problem Solving Emphasis Family-School Relationships 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 their engagement with parents and leadership opportunities for parents at the school. 4C-i 3C-i 2.38 2.18 2.39 2.19 2.89 2.69 2.9 2.7 3.39 3.19 3.4 3.2 4.4 4.41 Teachers How often do students collaborate in class to solve complex problems either online or in person? How often do you connect with parents at your school? How often do students collaborate in class to solve complex problems either online or in person? How often do you connect with parents at your school? How often do students collaborate in class to solve complex problems? t-psol-q3 t-peng-q1 #N/A 2.38 2.18 2.39 2.19 2.89 2.69 2.9 2.7 3.39 3.19 3.4 3.2 4.4 4.41
137 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. Critical Thinking Community Support 4C 3C 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 schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 Problem Solving Skills Family-School Relationships 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 their engagement with parents and leadership opportunities for parents at the school. 4C-ii 3C-i 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 No source Teachers How involved have parents been in fundraising efforts at your school? How involved have parents been in fundraising efforts at your school? n/a t-peng-q2 #N/A n/a n/a 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
138 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. College & Career Readiness Community Support 4D 3C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 College-Going & Persistence Family-School Relationships Tracks the percentage of students enrolling in college immediately after high school graduation. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 4D-i 3C-i 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 Admin Data Teachers NCES, 2016 College enrollment rate (HS only) How involved have parents been with parent groups at your school? College enrollment rate (HS only) How involved have parents been with parent groups at your school? a-cgpr-i1 t-peng-q3 X #N/A 65.6 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
139 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. College & Career Readiness Community Support 4D 3C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 Career Preparation & Placement Family-School Relationships Tracks student access to career technical education courses and rates of positive career placement after graduation. Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 4D-ii 3C-i 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 Admin Data Teachers Constructed by MCIEA staff Percent positive work placement (HS only) How often does the average parent help out at your school? Percent positive work placement (HS only) How often does the average parent help out at your school? a-cppm-i1 t-peng-q4 X #N/A 85 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
140 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. College & Career Readiness Health 4D 5D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. 2.98 2.396666667 2.99 2.406666667 3.49 2.906666667 3.5 2.916666667 3.99 3.406666667 4 3.416666667 4.4 4.433333333 4.41 4.443333333 Career Preparation & Placement Physical Health Tracks student access to career technical education courses and rates of positive career placement after graduation. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 4D-ii 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 4.4 4.25 4.41 4.26 Admin Data Teachers Student to career-technical education courses (HS only) In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Student to career-technical education courses (HS only) 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? a-cppm-i2 t-phya-q2 X #N/A ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
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. Civic Engagement Health 5A 5D 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 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 4.4 4.433333333 4.41 4.443333333 Appreciation For Diversity Physical Health Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. 5A-i 5D-ii 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.4 4.25 4.41 4.26 Students Teachers How often do you try to think of more than one explanation for why someone else acted as they did? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? How often do you try to think of more than one explanation for why someone else acted as they did? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? 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 t-phya-q3 Q59 #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 4.4 4.3 4.41 4.31
142 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. Civic Engagement Teachers & The Teaching Environment 5A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-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 4.4 4.45 4.41 4.46 Students Teachers Overall, how often do you try to understand the point of view of other people? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Overall, how often do you try to understand the point of view of other people? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 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 t-prep-q1 Q60 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
143 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. Civic Engagement Teachers & The Teaching Environment 5A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-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 4.4 4.45 4.41 4.46 Students Teachers How often do you try to figure out what motivates others to behave as they do? How prepared are you for teaching the topics that you are expected to teach in your assignment? How often do you try to figure out what motivates others to behave as they do? How prepared are you for teaching the topics that you are expected to teach in your assignment? 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 t-prep-q2 Q61 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
144 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. Civic Engagement Teachers & The Teaching Environment 5A 1A 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 a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 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. 5A-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 4.4 4.45 4.41 4.46 Students Teachers In general, how often do you try to understand how other people see things? How confident are you in working with the student body at your school? In general, how often do you try to understand how other people see things? How confident are you in working with the student body at your school? 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 t-prep-q3 Q62 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
145 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. Civic Engagement Leadership 5A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? To what extent do you trust your principal at his or her word? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? To what extent do you trust your principal at his or her word? 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 t-prtr-q1 Q30 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
146 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. Civic Engagement Leadership 5A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How important is it to you to get involved in improving your community? At your school, how comfortable are you raising concerns with the principal? How important is it to you to get involved in improving your community? At your school, how comfortable are you raising concerns with the principal? 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 t-prtr-q2 Q31 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
147 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. Civic Engagement Leadership 5A 1B 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 how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous teacher reports about the degree to which teachers believe their principal is a strong leader and trust their principal to make good school-wide decisions. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How important is it to you to actively challenge inequalities in society? How much do you trust your principal to stand up for you in disagreements with parents? How important is it to you to actively challenge inequalities in society? How much do you trust your principal to stand up for you in disagreements with parents? 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 t-prtr-q3 Q32 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
148 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Civic Engagement Critical Thinking 5A 4C 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 whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.4 4.41 Civic Participation Problem Solving Emphasis Draws on anonymous student reports about their commitment to social awareness and community improvement. 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. 5A-ii 4C-i 2.48 2.38 2.49 2.39 2.99 2.89 3 2.9 3.49 3.39 3.5 3.4 4.4 4.41 Students Teachers How important is it to you to take action when something in society needs changing? How often do students at your school come up with their own interpretations of material? How important is it to you to take action when something in society needs changing? How often do students at your school come up with their own interpretations of material? 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 t-psol-q1 Q33 #N/A 2.48 2.38 2.49 2.39 2.99 2.89 3 2.9 3.49 3.39 3.5 3.4 4.4 4.41
149 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Work Ethic Critical Thinking 5B 4C 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 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 4.3 4.4 4.31 4.41 Perseverance & Determination Problem Solving Emphasis 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 reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 5B-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 4.3 4.4 4.31 4.41 Students Teachers If you face a problem while working towards an important goal, how well can you keep working? How often do students apply ideas they have learned to new situations? If you face a problem while working towards an important goal, how well can you keep working? How often do students apply ideas they have learned to new situations? 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 t-psol-q2 Q63 #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 4.3 4.4 4.31 4.41
150 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Work Ethic Critical Thinking 5B 4C 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 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 4.3 4.4 4.31 4.41 Perseverance & Determination Problem Solving Emphasis 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 reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 5B-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 4.3 4.4 4.31 4.41 Students Teachers How important is it to you to finish things you start? How often do students collaborate in class to solve complex problems either online or in person? How important is it to you to finish things you start? 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 important is it to you to finish things you start? How important is it to you to finish things you start? How often do students collaborate in class to solve complex problems? s-grit-q2 t-psol-q3 Q64 #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 4.3 4.4 4.31 4.41
151 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. Work Ethic Relationships 5B 2B 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 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 Perseverance & Determination Student Sense of Belonging Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 5B-i 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do students at this school care about each other? How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do students at this school care about each other? 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 t-psup-q1 Q65 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
152 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. Work Ethic Relationships 5B 2B 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 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 Perseverance & Determination Student Sense of Belonging Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 5B-i 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers If you fail to reach an important goal, how likely are you to try again? How often do students at this school help each other learn? If you fail to reach an important goal, how likely are you to try again? How often do students at this school help each other learn? 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 t-psup-q2 Q66 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
153 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. Work Ethic Relationships 5B 2B 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 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 Growth Mindset Student Sense of Belonging 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 the degree to which they feel understood, supported, and accepted by students and adults at the school. 5B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How much do you think you can change your own intelligence? How well do students at this school get along with each other? How much do you think you can change your own intelligence? How well do students at this school get along with each other? 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 t-psup-q3 Q34 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
154 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. Work Ethic Relationships 5B 2B 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 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 Growth Mindset Student Sense of Belonging 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 the degree to which they feel understood, supported, and accepted by students and adults at the school. 5B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How much do you think that being bad at math is something someone can change? At this school, how respectful are students to each other? How much do you think that being bad at math is something someone can change? At this school, how respectful are students to each other? 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 t-psup-q4 Q35 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
155 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. Work Ethic Safety 5B 2A 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 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 Growth Mindset Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 5B-ii 2A-ii 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 Students Teachers How much do you think that struggling as a writer is something someone can change? How often are students bullied at school or online? How much do you think that struggling as a writer is something someone can change? How often are students bullied at school or online? How often are students bullied at school? How often are students bullied at school? s-grmi-q3 t-pvic-q1 Q127 #N/A 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
156 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. Work Ethic Safety 5B 2A 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 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 Growth Mindset Student Emotional Safety 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 and teacher reports about the nature of student relationships with each other. 5B-ii 2A-ii 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 Students Teachers How much do you think that intelligence is something that can be changed? How often are students bullied because of who they are? How much do you think that intelligence is something that can be changed? How often are students bullied because of who they are? 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‚Äôt be good at it? How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? s-grmi-q4 t-pvic-q2 Q36 #N/A 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
157 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. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 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 4.3 4.5 4.31 4.51 Students Teachers In a typical week, how much time do you spend in creative arts instruction or activities? Overall, how unkind are students to each other? In a typical week, how much time do you spend in creative arts instruction or activities? Overall, how unkind are students to each other? 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 t-pvic-q3 Q68 #N/A 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
158 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. Creative & Performing Arts Leadership 5C 1B 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 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. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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 quality of professional development. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 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? To what extent has your professional development been connected to the topics you 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? To what extent has your professional development been connected to the topics you teach? 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 t-qupd-q1 #N/A 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
159 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. Creative & Performing Arts Leadership 5C 1B 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 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. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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 quality of professional development. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 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? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? t-expa-q3 t-qupd-q2 #N/A 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
160 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. Creative & Performing Arts Leadership 5C 1B 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 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. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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 quality of professional development. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 4.51 Admin Data Teachers Hours of arts instruction per student per week To what extent has your professional development included enough time to explore new ideas? Hours of arts instruction per student per week To what extent has your professional development included enough time to explore new ideas? a-picp-i1 t-qupd-q3 #N/A number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.3 4.5 4.31 4.51
161 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. Creative & Performing Arts Leadership 5C 1B 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 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. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Valuing Creative & Performing Arts Support For Teaching Development & Growth Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher reports on the quality of professional development. 5C-ii 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 Students Teachers How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Overall, how strong has support for your professional growth been? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Overall, how strong has support for your professional growth been? 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 t-qupd-q4 Q37 #N/A 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
162 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 Facilities & Personnel 5C 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 4.5 4.31 4.51 Valuing Creative & Performing Arts Physical Space & Materials Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 5C-ii 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers If your friends or family wanted to go to hear people play music, how interested would you be in going? How adequate is your access to the materials you need to effectively teach? If your friends or family wanted to go to hear people play music, how interested would you be in going? How adequate is your access to the materials you need to effectively teach? 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 t-reso-q1 Q38 #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 4.25 4.31 4.26
163 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 Facilities & Personnel 5C 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 4.5 4.31 4.51 Valuing Creative & Performing Arts Physical Space & Materials Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 5C-ii 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How adequate is your access to the technology you need to effectively teach? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How adequate is your access to the technology you need to effectively teach? 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 t-reso-q2 Q39 #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 4.25 4.31 4.26
164 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers On a regular day at school, how often do you feel relaxed? How adequate is the support you receive for using technology? On a regular day at school, how often do you feel relaxed? How adequate is the support you receive for using technology? 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 t-reso-q3 Q69 #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 4.25 4.31 4.26
165 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers How often are you enthusiastic at school? How sufficient is the physical space for in-school activities during the pandemic? How often are you enthusiastic at school? How sufficient is the physical space for in-school activities during the pandemic? How sufficient is the physical space for school activities? How often are you enthusiastic at school? How often are you enthusiastic at school? How sufficient is the physical space for school activities? s-poaf-q2 t-reso-q4 Q70 #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 4.25 4.31 4.26
166 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers On a normal day in school, how confident do you feel? How well-maintained are school facilities during the pandemic? On a normal day in school, how confident do you feel? How well-maintained are school facilities during the pandemic? How well-maintained are school facilities? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? How well-maintained are school facilities? s-poaf-q3 t-reso-q5 Q71 #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 4.25 4.31 4.26
167 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Health Performance 5D 4A 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 students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers On a normal day in school, how much are you able to concentrate? Relative to what you know of students this age, how academically able are your students? On a normal day in school, how much are you able to concentrate? 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? 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 t-sach-q1 Q72 #N/A 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
168 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Health Performance 5D 4A 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 students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers On a typical day in school, how stressed do you feel about your schoolwork? 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? On a typical day in school, how stressed do you feel about your schoolwork? 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? Not in the 17-18 Surveys Not in the 16-17 Surveys s-acst-q1 t-sach-q2 Q135 #N/A 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
169 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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. 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. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Health Performance 5D 4A 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 students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers When you take a test, how much do you worry about doing well? 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? When you take a test, how much do you worry about doing well? 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? Not in the 17-18 Surveys Not in the 16-17 Surveys If an observer sat in on one of your classes for a week, how would s/he rate your students? s-acst-q2 t-sach-q3 Q136 #N/A 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
170 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Content Specialists & Support Staff 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 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. 5D-i 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 4.3 4.433333333 4.31 4.443333333 Students Teachers Typically, how anxious do you feel about your grades? Overall, how effective is the support students receive from non-teaching staff? Typically, how anxious do you feel about your grades? Overall, how effective is the support students receive from non-teaching staff? 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 t-sust-q1 Q137 #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 4.25 4.31 4.26
171 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student 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. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Admin Data Teachers Constructed by MCIEA staff Medical staff to student ratio How adequate is the number of non-teaching support staff? Medical staff to student ratio How adequate is the number of non-teaching support staff? a-phya-i1 t-sust-q2 #N/A 750 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.3 4.25 4.31 4.26
172 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student 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. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Teachers In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students with non-academic issues? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students with non-academic issues? In a typical week at your school, what is the average amount of time students spend engaged in physical activity? How often are non-teaching support staff available for students with non-academic issues? t-phya-q2 t-sust-q3 #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 4.25 4.31 4.26
173 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 Facilities & Personnel 5D 3A 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 sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student 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. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Teachers In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students who are struggling academically? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? 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-phya-q3 t-sust-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 4.25 4.31 4.26

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db/migrate/20220228165233_create_surveys.rb
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@ -0,0 +1,11 @@
class CreateSurveys < ActiveRecord::Migration[7.0]
def change
create_table :surveys do |t|
t.integer :form
t.references :academic_year, null: false, foreign_key: true
t.references :school, null: false, foreign_key: true
t.timestamps
end
end
end

5
db/migrate/20220301083725_add_on_short_form_to_survey_item.rb
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class AddOnShortFormToSurveyItem < ActiveRecord::Migration[7.0]
def change
add_column :survey_items, :on_short_form, :boolean, default: false
end
end

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db/schema.rb
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@ -10,8 +10,9 @@
#
# It's strongly recommended that you check this file into your version control system.
ActiveRecord::Schema[7.0].define(version: 2022_02_17_170442) do
ActiveRecord::Schema[7.0].define(version: 2022_03_01_083725) do
# These are extensions that must be enabled in order to support this database
enable_extension "pg_stat_statements"
enable_extension "plpgsql"
create_table "academic_years", id: :serial, force: :cascade do |t|
@ -339,10 +340,21 @@ ActiveRecord::Schema[7.0].define(version: 2022_02_17_170442) do
t.float "approval_low_benchmark"
t.float "ideal_low_benchmark"
t.bigint "scale_id", null: false
t.boolean "on_short_form", default: false
t.index ["scale_id"], name: "index_survey_items_on_scale_id"
t.index ["survey_item_id"], name: "index_survey_items_on_survey_item_id"
end
create_table "surveys", force: :cascade do |t|
t.integer "form"
t.bigint "academic_year_id", null: false
t.bigint "school_id", null: false
t.datetime "created_at", null: false
t.datetime "updated_at", null: false
t.index ["academic_year_id"], name: "index_surveys_on_academic_year_id"
t.index ["school_id"], name: "index_surveys_on_school_id"
end
add_foreign_key "admin_data_items", "scales"
add_foreign_key "legacy_recipient_lists", "legacy_schools", column: "school_id"
add_foreign_key "legacy_schedules", "legacy_schools", column: "school_id"
@ -357,4 +369,6 @@ ActiveRecord::Schema[7.0].define(version: 2022_02_17_170442) do
add_foreign_key "survey_item_responses", "schools"
add_foreign_key "survey_item_responses", "survey_items"
add_foreign_key "survey_items", "scales"
add_foreign_key "surveys", "academic_years"
add_foreign_key "surveys", "schools"
end

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db/seeds.rb
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@ -4,5 +4,6 @@ seeder = Seeder.new
seeder.seed_academic_years '2020-21', '2019-20'
seeder.seed_districts_and_schools Rails.root.join('data', 'master_list_of_schools_and_districts.csv')
seeder.seed_surveys Rails.root.join('data', 'master_list_of_schools_and_districts.csv')
seeder.seed_respondents Rails.root.join('data', 'master_list_of_schools_and_districts.csv')
seeder.seed_sqm_framework Rails.root.join('data', 'sqm_framework.csv')

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spec/factories.rb
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FactoryBot.define do
factory :survey do
form { 0 }
academic_year
school
end
factory :district do
name { "#{rand} District" }
slug { name.parameterize }

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spec/fixtures/sample_districts_and_schools.csv vendored
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District,School Name,District Code,School Code,DESE School ID,HS?,School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Attleboro,Attleboro High School,1,1,160505,X,,1792,114.7
Boston,Samuel Adams Elementary School,2,1,350302,,,79,28.4
District,School Name,District Code,School Code,DESE School ID,HS?,Short Form Only (2020-21),School Closed In ,Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21)
Attleboro,A. Irvin Studley Elementary School,1,7,160001,,X,,75,26.9
Attleboro,Attleboro High School,1,1,160505,X,,,1792,114.7
Boston,Samuel Adams Elementary School,2,1,350302,,,,79,28.4

1 District School Name District Code School Code DESE School ID HS? Short Form Only (2020-21) School Closed In Total Students for Response Rate (2020-21) Total Teachers for Response Rate (2020-21)
2 Attleboro Attleboro High School A. Irvin Studley Elementary School 1 1 7 160505 160001 X X 1792 75 114.7 26.9
3 Boston Attleboro Samuel Adams Elementary School Attleboro High School 2 1 1 350302 160505 X 79 1792 28.4 114.7
4 Boston Samuel Adams Elementary School 2 1 350302 79 28.4

346
spec/fixtures/sample_sqm_framework.csv vendored
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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 (20-21 surveys),Survey Item ID,HS only admin item?,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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
Teachers & Leadership,1,This is a category description.,This is a category short description.,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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Qualifications,"Draws on anonymous teacher reports of their own comfort teaching grade-level topics. It also includes administrative measures of teacher quality, such as the percentage of teachers working in their area of licensure and the percentage of teachers who have received National Board certification. ",1A-i,2.855,2.865,3.365,3.375,3.865,3.875,4.7,4.71,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?",,,s-peff-q1,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,"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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Students,,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,,,s-peff-q6,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),,,a-pcom-i1,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Ed Week,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,,,a-pcom-i2,,28,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,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,"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",2.738333333,2.748333333,3.248333333,3.258333333,3.748333333,3.758333333,4.7,4.71,Professional Community,Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention.,1A-iii,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Teachers,,"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,,,,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.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Effective Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions.,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,"Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",,,t-qupd-q4,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,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,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,Teachers,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,NCES,Student to suspensions ratio,Student to suspensions ratio,,,a-phys-i1,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,Only captured to calculate the ratio,Number of student suspensions,Number of student suspensions,,,a-phys-i2,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Admin Data,only captured to calculate the chronic absence ratio,Number of students suspended for 10+ days,Number of students suspended for 10+ days,,,a-phys-i3,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,How often do you worry about violence at your school?,How often do you worry about violence at your school?,,,s-phys-q1,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,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,,,.,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,Students,,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?",,,s-phys-q3,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,Student Physical Safety,This is a measure description.,2A-i,2.93,2.94,3.44,3.45,3.94,3.95,4.65,4.66,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?,,,s-phys-q4,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,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?,t-pvic-q1,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students bullied because of who they are?,How often are students bullied because of who they are?,,,t-pvic-q2,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?",,,t-pvic-q3,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,,,s-emsa-q2,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How much bullying occurs at this school?,How much bullying occurs at this school?,,,s-emsa-q3,,,,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.",This is the category short description for school culture.,Safety,2A,This is a subcategory description.,2.855,2.865,3.365,3.375,3.865,3.875,4.575,4.585,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,,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,,,s-emsa-q1,,,,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.",This is the category short description for school culture.,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,,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,,,,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.",This is the category short description for school culture.,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,,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,,,,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.",This is the category short description for school culture.,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,,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,,,,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.",This is the category short description for school culture.,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,,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",,,t-psup-q4,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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,,How well do people at your school understand you?,How well do people at your school understand you?,,,s-sbel-q3,,,,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.",This is the category short description for school culture.,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,,How much respect do students in your school show you?,How much respect do students in your school show you?,,,s-sbel-q4,,,,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.",This is the category short description for school culture.,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,,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,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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,,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,,,s-tint-q2,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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,,"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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,"Overall, how important is school to you?","Overall, how important is school to you?",,,s-vale-q1,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,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?,,,s-vale-q2,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,How much do you enjoy learning in school?,How much do you enjoy learning in school?,,,s-vale-q3,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Students,,How much do you see yourself as a learner?,How much do you see yourself as a learner?,,,s-vale-q4,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,"MA DESE, 2019-20",Chronic absence rate,Chronic absence rate,,,a-vale-i1,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,2.88,2.89,3.39,3.4,3.89,3.9,4.7,4.71,Admin Data,Constructed by MCIEA staff,Average daily attendance,Average daily attendance,,,a-vale-i2,,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,"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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,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.",This is the category short description for school culture.,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. ,2.78,2.79,3.29,3.3,3.79,3.8,4.6,4.61,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,,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,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Admin Data,Constructed by MCIEA staff,Average class size,Average class size,,,a-reso-i1,,20,number,2.68,2.69,3.19,3.2,3.69,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,,,t-reso-q3,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,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?,t-reso-q4,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.505,2.515,3.015,3.025,3.515,3.675,4.575,4.585,Teachers,,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,,How well-maintained are school facilities?,t-reso-q5,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),Student to guidance counselor ratio,Student to guidance counselor ratio,,,a-sust-i1,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),Student to mental health counselor ratio,Student to mental health counselor ratio,,,a-sust-i2,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",Student to instructional support staff ratio,Student to instructional support staff ratio,,,a-sust-i3,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,Student to art teacher ratio,Student to art teacher ratio,,,a-sust-i4,,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,"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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,,,t-sust-q2,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"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,,,,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,2.634166667,2.644166667,3.144166667,3.154166667,3.644166667,3.729166667,4.629166667,4.639166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,"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,,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),,,a-curv-i1,X,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),,,a-curv-i2,X,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),,,a-curv-i3,X,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),,,a-curv-i4,X,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),,,a-curv-i5,X,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,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,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,"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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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?",,,s-cure-q1,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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?",,,s-cure-q2,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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?,,,s-cure-q3,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,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?,,,s-cure-q4,,,,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.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),,,a-cocu-i1,X,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,How often do you connect with parents at your school?,How often do you connect with parents at your school?,,,t-peng-q1,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,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,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,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,,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",,,t-ceng-q4,,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-i,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,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. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,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-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,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,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. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,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-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,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,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,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-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,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?",,,t-sach-q1,,,,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. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,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-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,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,,,,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. ,2.896666667,2.906666667,3.406666667,3.416666667,3.906666667,3.916666667,4.5,4.51,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-ii,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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,,How excited are you about going to this class?,How excited are you about going to this class?,,,s-sten-q1,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,"Overall, how interested are you in this class?","Overall, how interested are you in this class?",,,s-sten-q2,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,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?,,,s-sten-q3,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,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",4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),,,a-degr-i1,X,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",Percent students retained in a grade,Percent students retained in a grade,,,a-degr-i2,,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",5-year graduation rate (HS only),5-year graduation rate (HS only),,,a-degr-i3,X,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative 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,,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,,,,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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative 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,,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,,,,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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generative 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,,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?,t-psol-q3,,,,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. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generative 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,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 the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,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",College enrollment rate (HS only),College enrollment rate (HS only),,,a-cgpr-i1,X,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,Percent positive work placement (HS only),Percent positive work placement (HS only),,,a-cppm-i1,X,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 the measure of college-going & persistence and career preparation & placement,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation & 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,,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),,,a-cppm-i2,X,,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,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,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,"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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,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,,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,,s-grmi-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,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?,,s-grmi-q4,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,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?",,,s-expa-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Teachers,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.48,2.49,2.99,3,3.49,3.5,4.3,4.31,Admin Data,,Hours of arts instruction per student per week,Hours of arts instruction per student per week,,,a-picp-i1,,,number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,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,,"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?",,s-appa-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,,s-appa-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts,2.355,2.365,2.865,2.875,3.365,3.375,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,"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?",,s-appa-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,How often are you enthusiastic at school?,How often are you enthusiastic at school?,,,s-poaf-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?",,,s-acst-q1,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?",,,s-acst-q2,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel acdemic 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,,"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?,,s-acst-q3,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,Medical staff to student ratio,Medical staff to student ratio,,,a-phya-i1,,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,"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,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
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

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 Question/item (21-22) Question/item (20-21) Original Item (19-20 surveys) Original Item (20-21 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
2 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 This is a subcategory description. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications College-Going & Persistence 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. This is a measure description. 1A-i 4D-i 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay NCES, 2016 Percentage teachers with 5+ years of experience College enrollment rate (HS only) Percentage teachers with 5+ years of experience College enrollment rate (HS only) a-exp-i1 a-cgpr-i1 X #N/A 80 65.6 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.4 4.71 4.41
3 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Co-Curricular Activities 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. This is a measure description. 1A-i 3B-iii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.6 4.71 4.61 Admin Data NCES, 2015-16 Census Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) Percentage teachers National Board certified Student to co-curricular activities ratio (HS only) a-exp-i2 a-cocu-i1 X #N/A 10 57 percentage ratio 2.98 2.99 3.49 3.5 3.99 4 4.7 4.6 4.71 4.61
4 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 This is a subcategory description. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications Career Preparation & Placement 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. This is a measure description. 1A-i 4D-ii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Admin Data Center for Education Data and Research Constructed by MCIEA staff Percentage teachers teaching in area of licensure Percent positive work placement (HS only) Percentage teachers teaching in area of licensure Percent positive work placement (HS only) a-exp-i3 a-cppm-i1 X #N/A 95 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.4 4.71 4.41
5 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment College & Career Readiness 1A 4D 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 This is a subcategory description. 2.738333333 2.18 2.748333333 2.19 3.248333333 2.69 3.258333333 2.7 3.748333333 3.19 3.758333333 3.2 4.7 4.4 4.71 4.41 Professional Qualifications Career Preparation & Placement 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. This is a measure description. 1A-i 4D-ii 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.7 4.4 4.71 4.41 Teachers Admin Data Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Student to career-technical education courses (HS only) t-prep-q1 a-cppm-i2 X #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
6 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Cultural Responsiveness 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. This is a measure description. 1A-i 3B-ii 2.855 2.68 2.865 2.69 3.365 3.19 3.375 3.2 3.865 3.69 3.875 3.7 4.7 4.5 4.71 4.51 Teachers Admin Data MA DESE, 2019-20, state average How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color How prepared are you for teaching the topics that you are expected to teach in your assignment? Teacher-student parity index: % teachers of color/% students of color t-prep-q2 a-cure-i1 #N/A 0.26 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
7 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Professional Qualifications Curricular Strength & Variety 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. This is a measure description. 1A-i 3B-i 2.855 2.308571429 2.865 2.318571429 3.365 2.818571429 3.375 2.828571429 3.865 3.318571429 3.875 3.328571429 4.7 4.464285714 4.71 4.474285714 Teachers Admin Data Constructed by MCIEA staff How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) How confident are you in working with the student body at your school? Percent graduates completing MassCORE (HS only) t-prep-q3 a-curv-i1 X #N/A 90 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
8 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data Constructed by MCIEA staff Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) Overall, how much have you learned from your teacher? Percent juniors and seniors enrolled in one AP (HS only) s-peff-q1 a-curv-i2 X #N/A 30 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
9 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data Constructed by MCIEA staff For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) For this class, how clearly does your teacher present the information that you need to learn? Percent AP test takers scoring 3 or higher (HS only) s-peff-q2 a-curv-i3 X #N/A 20 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
10 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data NCES, 2009 When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) When you need extra help, how good is your teacher at giving you that help? Percent students of color enrolled in advanced coursework (HS only) s-peff-q3 a-curv-i4 X #N/A 36.4 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
11 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) How well can your teacher tell whether or not you understand a topic? Student to number of courses ratio (HS only) s-peff-q4 a-curv-i5 X #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
12 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Teachers & The Teaching Environment Learning Resources 1A 3B 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 This is a subcategory description. 2.738333333 2.518888889 2.748333333 2.528888889 3.248333333 3.028888889 3.258333333 3.038888889 3.748333333 3.528888889 3.758333333 3.538888889 4.7 4.477777778 4.71 4.487777778 Effective Practices Curricular Strength & Variety Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 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 4.7 4.464285714 4.71 4.474285714 Students Admin Data How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) How interesting does your teacher make the things you are learning? Student to number of electives ratio (completely free choice) (HS only) s-peff-q5 a-curv-i6 X #N/A ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.6 4.71 4.61
13 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 This is a subcategory description. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Students Admin Data MA DESE, 2019-20 How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) How good is your teacher at helping you learn? 4-year on-time graduation rate (HS only) s-peff-q6 a-degr-i1 X #N/A 80 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
14 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 This is a subcategory description. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Teachers Admin Data NCES, 2016 How confident are you in your ability to present material clearly? Percent students retained in a grade How confident are you in your ability to present material clearly? Percent students retained in a grade t-ieff-q1 a-degr-i2 #N/A 2 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
15 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment Student Commitment To Learning 1A 4B 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 This is a subcategory description. 2.738333333 2.73 2.748333333 2.74 3.248333333 3.24 3.258333333 3.25 3.748333333 3.74 3.758333333 3.75 4.7 4.533333333 4.71 4.543333333 Effective Practices Degree Completion Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 4B-ii 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41 Teachers Admin Data MA DESE, 2019-20 How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) How confident are you in your ability to identify gaps in student understanding? 5-year graduation rate (HS only) t-ieff-q2 a-degr-i3 X #N/A 85 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.4 4.71 4.41
16 Teachers & Leadership 1 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Effective Practices Professional Qualifications Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.45 4.71 4.46 Teachers Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience How confident are you in your ability to provide extra help to students who need it? Percentage teachers with 5+ years of experience t-ieff-q3 a-exp-i1 80 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.71
17 Teachers & Leadership 1 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Effective Practices Professional Qualifications Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. This is a measure description. 1A-ii 1A-i 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.45 4.71 4.46 Teachers Admin Data NCES, 2015-16 How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified How confident are you in your ability to make material interesting for students? Percentage teachers National Board certified t-ieff-q4 a-exp-i2 10 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.7 4.71
18 Teachers & Leadership 1 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 4.514761905 Professional Community Professional Qualifications Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. This is a measure description. 1A-iii 1A-i 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.45 4.71 4.46 Admin Data Constructed by MCIEA staff Center for Education Data and Research Percent teacher returning (excluding retirement) Percentage teachers teaching in area of licensure Percent teacher returning (excluding retirement) Percentage teachers teaching in area of licensure a-pcom-i1 a-exp-i3 85 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
19 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment Performance 1A 4A 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 This is a subcategory description. 2.738333333 2.48 2.748333333 2.49 3.248333333 2.99 3.258333333 3 3.748333333 3.49 3.758333333 3.5 4.7 4.5 4.71 4.51 Professional Community Overall Performance Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. This is a measure description. 1A-iii 4A-i 2.88 2.396666667 2.89 2.406666667 3.39 2.906666667 3.4 2.916666667 3.89 3.406666667 3.9 3.416666667 4.7 4.566666667 4.71 4.576666667 Admin Data Ed Week NCES, 2016 Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) Percent teachers with 10+ days absent Percent students who fail 1 core course (HS only) a-pcom-i2 a-ovpe-i1 X #N/A 28 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.5 4.71 4.51
20 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Teachers & The Teaching Environment Performance 1A 4A 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 This is a subcategory description. 2.738333333 2.48 2.748333333 2.49 3.248333333 2.99 3.258333333 3 3.748333333 3.49 3.758333333 3.5 4.7 4.5 4.71 4.51 Professional Community Overall Performance Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. This is a measure description. 1A-iii 4A-i 2.88 2.396666667 2.89 2.406666667 3.39 2.906666667 3.4 2.916666667 3.89 3.406666667 3.9 3.416666667 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Constructed by MCIEA staff How many teachers in this school feel responsible for helping each other do their best? Percent students who fail 2 core courses (HS only) How many teachers in this school feel responsible for helping each other do their best? Percent students who fail 2 core courses (HS only) t-pcom-q1 a-ovpe-i2 X #N/A 1 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.5 4.71 4.51
21 Teachers & Leadership 1 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 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. This is a measure description. 1A-iii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Constructed by MCIEA staff How many teachers in this school take responsibility for improving the school? Percent teacher returning (excluding retirement) How many teachers in this school take responsibility for improving the school? Percent teacher returning (excluding retirement) t-pcom-q2 a-pcom-i1 #N/A 85 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
22 Teachers & Leadership 1 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.756190476 2.748333333 2.766190476 3.248333333 3.266190476 3.258333333 3.276190476 3.748333333 3.766190476 3.758333333 3.776190476 4.7 4.504761905 4.71 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. This is a measure description. 1A-iii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.566666667 4.71 4.576666667 Teachers Admin Data Ed Week This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent This year, how often have you had conversations with your colleagues about what helps students learn? Percent teachers with 10+ days absent t-pcom-q3 a-pcom-i2 #N/A 28 percentage 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
23 Teachers & Leadership Community & Wellbeing 1 5 This is a category description. This is a category short description. 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 This is a subcategory description. 2.738333333 2.396666667 2.748333333 2.406666667 3.248333333 2.906666667 3.258333333 2.916666667 3.748333333 3.406666667 3.758333333 3.416666667 4.7 4.433333333 4.71 4.443333333 Professional Community Physical Health Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. This is a measure description. 1A-iii 5D-ii 2.88 2.33 2.89 2.34 3.39 2.84 3.4 2.85 3.89 3.34 3.9 3.35 4.7 4.25 4.71 4.26 Teachers Admin Data Constructed by MCIEA staff As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio As a faculty, how well do you do talking through views, opinions, and values? Medical staff to student ratio t-pcom-q4 a-phya-i1 #N/A 750 ratio 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.3 4.71 4.31
24 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. Teachers & The Teaching Environment Safety 1A 2A 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 This is a subcategory description. 2.738333333 2.23 2.748333333 2.24 3.248333333 2.74 3.258333333 2.75 3.748333333 3.24 3.758333333 3.25 4.7 4.3 4.71 4.31 Professional Community Student Physical Safety Draws on anonymous teacher reports about the health of the professional community. It also includes measures of teacher absences and retention. This is a measure description. 1A-iii 2A-i 2.88 2.5675 2.89 2.5775 3.39 3.0775 3.4 3.0875 3.89 3.5775 3.9 3.5875 4.7 4.45 4.71 4.46 Teachers Admin Data NCES This year, how often have you had colleagues observe your classroom? Student to suspensions ratio This year, how often have you had colleagues observe your classroom? Student to suspensions ratio t-pcom-q5 a-phys-i1 #N/A 5.27 ratio 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.7 4.71
25 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. 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 This is a subcategory description. 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 Effective Leadership Student Physical Safety Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-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 Teachers Admin Data Only captured to calculate the ratio To what extent do you trust your principal at his or her word? Number of student suspensions To what extent do you trust your principal at his or her word? Number of student suspensions t-prtr-q1 a-phys-i2 #N/A n/a number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.7 4.51 4.71
26 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. 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 This is a subcategory description. 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 Effective Leadership Student Physical Safety Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-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 Teachers Admin Data only captured to calculate the chronic absence ratio At your school, how comfortable are you raising concerns with the principal? Number of students suspended for 10+ days At your school, how comfortable are you raising concerns with the principal? Number of students suspended for 10+ days t-prtr-q2 a-phys-i3 #N/A n/a number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.7 4.51 4.71
27 Teachers & Leadership Community & Wellbeing 1 5 This is a category description. This is a category short description. Leadership Creative & Performing Arts 1B 5C 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 This is a subcategory description. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Effective Leadership Participation In Creative & Performing Arts Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-i 5C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Teachers Admin Data How much do you trust your principal to stand up for you in disagreements with parents? Hours of arts instruction per student per week How much do you trust your principal to stand up for you in disagreements with parents? Hours of arts instruction per student per week t-prtr-q3 a-picp-i1 #N/A number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.3 4.51 4.31
28 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Leadership Facilities & Personnel 1B 3A 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 This is a subcategory description. 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 Effective Leadership Physical Space & Materials Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-i 3A-i 2.48 2.23 2.49 2.24 2.99 2.74 3 2.75 3.49 3.24 3.5 3.25 4.5 4.3 4.51 4.31 Teachers Admin Data Constructed by MCIEA staff How effectively does your principal communicate a clear vision of teaching and learning? Average class size How effectively does your principal communicate a clear vision of teaching and learning? Average class size t-inle-q1 a-reso-i1 #N/A 20 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
29 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Leadership Facilities & Personnel 1B 3A 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 This is a subcategory description. 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 Effective Leadership Content Specialists & Support Staff Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data American School Counselor Association (2005) How effectively does your principal press teachers to engage in good pedagogical practice? Student to guidance counselor ratio How effectively does your principal press teachers to engage in good pedagogical practice? Student to guidance counselor ratio t-inle-q2 a-sust-i1 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
30 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Leadership Facilities & Personnel 1B 3A 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 This is a subcategory description. 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 Effective Leadership Content Specialists & Support Staff Draws on anonymous teacher reports about the degree to which teachers believe their principals are a strong leader and trust their principal to make good school-wide decisions. This is a measure description. 1B-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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data American School Counselor Association (2005) How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to mental health counselor ratio How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? Student to mental health counselor ratio How much does your principal know about what's going on in teachers' classrooms? t-inle-q3 a-sust-i2 #N/A 250 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
31 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Leadership Facilities & Personnel 1B 3A 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 This is a subcategory description. 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 Support For Teaching Development & Growth Content Specialists & Support Staff Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data NCES, 2007-08 To what extent has your professional development been connected to the topics you teach? Student to instructional support staff ratio To what extent has your professional development been connected to the topics you teach? Student to instructional support staff ratio t-qupd-q1 a-sust-i3 #N/A 43.4 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
32 Teachers & Leadership Resources 1 3 This is a category description. This is a category short description. Leadership Facilities & Personnel 1B 3A 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 This is a subcategory description. 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 Support For Teaching Development & Growth Content Specialists & Support Staff Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 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 4.5 4.433333333 4.51 4.443333333 Teachers Admin Data Constructed by MCIEA staff To what extent has your professional development included enough time to explore new ideas? Student to art teacher ratio To what extent has your professional development included enough time to explore new ideas? Student to art teacher ratio t-qupd-q3 a-sust-i4 #N/A 500 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.9 4.51 4.91
33 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. Leadership Academic Orientation 1B 2C 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 This is a subcategory description. 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 Support For Teaching Development & Growth Valuing of Learning Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 2C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71 Teachers Admin Data MA DESE, 2019-20 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Chronic absence rate How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? Chronic absence rate t-qupd-q2 a-vale-i1 #N/A 10 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.8 4.51 4.81
34 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. Leadership Academic Orientation 1B 2C 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 This is a subcategory description. 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 Support For Teaching Development & Growth Valuing of Learning Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 2C-i 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71 Teachers Admin Data Constructed by MCIEA staff Overall, how strong has support for your professional growth been? Average daily attendance Overall, how strong has support for your professional growth been? Average daily attendance t-qupd-q4 a-vale-i2 #N/A 90 number 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.8 4.51 4.81
35 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Leadership Performance 1B 4A 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 This is a subcategory description. 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51 Support For Teaching Development & Growth Performance Growth Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 4A-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 4.51 Teachers No source How often do teachers here work together to plan curriculum and instruction? Performance Growth How often do teachers here work together to plan curriculum and instruction? Performance Growth t-coll-q1 n/a #N/A n/a 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
36 Teachers & Leadership Academic Learning 1 4 This is a category description. This is a category short description. Leadership Critical Thinking 1B 4C 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 This is a subcategory description. 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 Support For Teaching Development & Growth Problem Solving Skills Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 4C-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 No source 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 #N/A n/a n/a 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.4 4.51 4.41
37 Teachers & Leadership School Culture 1 2 This is a category description. This is a category short description. Leadership Academic Orientation 1B 2C 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 This is a subcategory description. 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 Support For Teaching Development & Growth Academic Challenge Draws on anonymous teacher reports on the quality of professional development. This is a measure description. 1B-ii 2C-ii 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51 Teachers Students How often do teachers here collaborate to make the school run effectively? How much does your teacher encourage you to do your best? How often do teachers here collaborate to make the school run effectively? 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? t-coll-q3 s-acpr-q1 X Q22 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.5 4.51
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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Academic Orientation 2A 2C This is a subcategory description. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge This is a measure description. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students NCES Student to suspensions ratio When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? Student to suspensions ratio 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? a-phys-i1 s-acpr-q2 Q23 5.27 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Academic Orientation 2A 2C This is a subcategory description. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge This is a measure description. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students Only captured to calculate the ratio Number of student suspensions How often does your teacher ask you to explain your answers? Number of student suspensions 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? a-phys-i2 s-acpr-q3 Q24 n/a number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 4.51
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. This is a category description. This is the category short description for school culture. This is a category short description. Safety Academic Orientation 2A 2C This is a subcategory description. 2.855 2.98 2.865 2.99 3.365 3.49 3.375 3.5 3.865 3.99 3.875 4 4.575 4.4 4.585 4.41 Student Physical Safety Academic Challenge This is a measure description. 2A-i 2C-ii 2.93 2.68 2.94 2.69 3.44 3.19 3.45 3.2 3.94 3.69 3.95 3.7 4.65 4.5 4.66 4.51 Admin Data Students only captured to calculate the chronic absence ratio Number of students suspended for 10+ days How often does your teacher take time to make sure you understand the material? Number of students suspended for 10+ days 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? a-phys-i3 s-acpr-q4 Q26 n/a number 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.7 4.5 4.71 4.51
41 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Health 2A 5D This is a subcategory description. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional Health This is a measure description. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do you worry about violence at your school? On a typical day in school, how stressed do you feel about your schoolwork? How often do you worry about violence at your school? 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-phys-q1 s-acst-q1 Q135 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 4.3 4.51 4.31
42 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Health 2A 5D This is a subcategory description. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional Health This is a measure description. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do students get into physical fights at your school? When you take a test, how much do you worry about doing well? How often do students get into physical fights at your school? 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-phys-q2 s-acst-q2 X Q136 . 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 4.3 4.51 4.31
43 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Health 2A 5D This is a subcategory description. 2.855 2.396666667 2.865 2.406666667 3.365 2.906666667 3.375 2.916666667 3.865 3.406666667 3.875 3.416666667 4.575 4.433333333 4.585 4.443333333 Student Physical Safety Social & Emotional Health This is a measure description. 2A-i 5D-i 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students Overall, how physically safe do you feel at school? Typically, how anxious do you feel about your grades? Overall, how physically safe do you feel at school? 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-phys-q3 s-acst-q3 Q137 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 4.3 4.51 4.31
44 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Creative & Performing Arts 2A 5C This is a subcategory description. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Physical Safety Valuing Creative & Performing Arts This is a measure description. 2A-i 5C-ii 2.93 2.23 2.94 2.24 3.44 2.74 3.45 2.75 3.94 3.24 3.95 3.25 4.65 4.3 4.66 4.31 Students How often do you feel like you might be harmed by someone at school? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How often do you feel like you might be harmed by someone at school? 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-phys-q4 s-appa-q1 X Q37 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 4.3 4.51 4.31
45 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Creative & Performing Arts 2A 5C This is a subcategory description. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Emotional Safety Valuing Creative & Performing Arts Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5C-ii 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 4.3 4.51 4.31 Teachers Students How often are students bullied at school or online? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students bullied at school or online? If your friends or family wanted to go to hear people play music, how interested would you be in going? How often are students bullied at school? 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? t-pvic-q1 s-appa-q2 Q38 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 4.3 4.51 4.31
46 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Creative & Performing Arts 2A 5C This is a subcategory description. 2.855 2.48 2.865 2.49 3.365 2.99 3.375 3 3.865 3.49 3.875 3.5 4.575 4.5 4.585 4.51 Student Emotional Safety Valuing Creative & Performing Arts Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5C-ii 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 4.3 4.51 4.31 Teachers Students How often are students bullied because of who they are? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How often are students bullied because of who they are? 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? t-pvic-q2 s-appa-q3 Q39 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 4.3 4.51 4.31
47 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Civic Engagement 2A 5A This is a subcategory description. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5A-ii 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 4.4 4.51 4.41 Teachers Students Overall, how unkind are students to each other? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? Overall, how unkind are students to each other? 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? t-pvic-q3 s-civp-q1 Q30 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 4.4 4.51 4.41
48 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Civic Engagement 2A 5A This is a subcategory description. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How often are students at this school unkind to each other online? How important is it to you to get involved in improving your community? How often are students at this school unkind to each other online? 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-emsa-q2 s-civp-q2 Q31 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 4.4 4.51 4.41
49 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Civic Engagement 2A 5A This is a subcategory description. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How much bullying occurs at this school? How important is it to you to actively challenge inequalities in society? How much bullying occurs at this school? 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-emsa-q3 s-civp-q3 Q32 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 4.4 4.51 4.41
50 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. This is a category description. This is the category short description for school culture. This is a category short description. Safety Civic Engagement 2A 5A This is a subcategory description. 2.855 2.73 2.865 2.74 3.365 3.24 3.375 3.25 3.865 3.74 3.875 3.75 4.575 4.475 4.585 4.485 Student Emotional Safety Civic Participation Draws on anonymous student and teacher reports about the nature of student relationships with each other. This is a measure description. 2A-ii 5A-ii 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 4.4 4.51 4.41 Students How often are students unkind to each other at this school? How important is it to you to take action when something in society needs changing? How often are students unkind to each other at this school? 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-emsa-q1 s-civp-q4 X Q33 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 4.4 4.51 4.41
51 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Learning Resources 2B 3B 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. This is a subcategory description. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 3B-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 4.5 4.51 Teachers Students How much do students at this school care about each other? In your classes, how often do you see people like you represented in what you study? How much do students at this school care about each other? 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 t-psup-q1 s-cure-q1 Q129 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 4.6 4.51 4.61
52 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Learning Resources 2B 3B 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. This is a subcategory description. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 3B-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 4.5 4.51 Teachers Students How often do students at this school help each other learn? In your classes, how often do you see many different kinds of people represented in what you study? How often do students at this school help each other learn? 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 t-psup-q2 s-cure-q2 Q130 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 4.6 4.51 4.61
53 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Learning Resources 2B 3B 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. This is a subcategory description. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 3B-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 4.5 4.51 Teachers Students How well do students at this school get along with each other? How valued do you think all students' home cultures and languages are in the school curriculum? How well do students at this school get along with each other? 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 t-psup-q3 s-cure-q3 Q131 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 4.6 4.51 4.61
54 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Learning Resources 2B 3B 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. This is a subcategory description. 2.23 2.518888889 2.24 2.528888889 2.74 3.028888889 2.75 3.038888889 3.24 3.528888889 3.25 3.538888889 4.5 4.477777778 4.51 4.487777778 Student Sense of Belonging Cultural Responsiveness Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 3B-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 4.5 4.51 Teachers Students At this school, how respectful are students to each other? How valued do you think your home culture and language are in the school curriculum? At this school, how respectful are students to each other? 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 t-psup-q4 s-cure-q4 X Q132 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 4.6 4.51 4.61
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Safety 2B 2A 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students Overall, how much do you feel like you belong at your school? How often are students unkind to each other at this school? Overall, how much do you feel like you belong at your 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-sbel-q1 s-emsa-q1 X Q7 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Safety 2B 2A 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students At your school, how accepted do you feel by the other students? How often are students at this school unkind to each other online? At your school, how accepted do you feel by the other students? 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-sbel-q2 s-emsa-q2 Q8 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Safety 2B 2A 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Student Sense of Belonging Student Emotional Safety Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 2A-ii 2.23 2.78 2.24 2.79 2.74 3.29 2.75 3.3 3.24 3.79 3.25 3.8 4.5 4.51 Students How well do people at your school understand you? How much bullying occurs at this school? How well do people at your school understand you? 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-sbel-q3 s-emsa-q3 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 4.5 4.51
58 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Creative & Performing Arts 2B 5C 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. This is a subcategory description. 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 Student Sense of Belonging Participation In Creative & Performing Arts Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-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 4.5 4.51 Students How much respect do students in your school show you? In a typical week, how much time do you spend in creative arts instruction or activities? How much respect do students in your school show you? 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-sbel-q4 s-expa-q1 X Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
59 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. 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 Perseverance & Determination Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. This is a measure description. 2B-i 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students How connected do you feel to the adults at your school? If you face a problem while working towards an important goal, how well can you keep working? How connected do you feel to the adults at your school? 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-sbel-q5 s-grit-q1 X Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
60 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. This is a measure description. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? How important is it to you to finish things you start? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 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-tint-q1 s-grit-q2 Q64 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
61 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. This is a measure description. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students How interested in your teacher in what you do outside of class? How confident are you that you can remain focused on what you are doing, even when there are distractions? How interested in your teacher in what you do outside of class? 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-tint-q2 s-grit-q3 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
62 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Perseverance & Determination Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. This is a measure description. 2B-ii 5B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you walked into class upset, how concerned would your teacher be? If you fail to reach an important goal, how likely are you to try again? If you walked into class upset, how concerned would your teacher be? 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-tint-q3 s-grit-q4 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
63 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Growth Mindset Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. This is a measure description. 2B-ii 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you came back to visit class three years from now, how excited would your teacher be to see you? How much do you think you can change your own intelligence? If you came back to visit class three years from now, how excited would your teacher be to see you? 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-tint-q4 s-grmi-q1 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
64 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. This is a category description. This is the category short description for school culture. This is a category short description. Relationships Work Ethic 2B 5B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 Student-Teacher Relationships Growth Mindset Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. This is a measure description. 2B-ii 5B-ii 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31 Students If you had something on your mind, how carefully would your teacher listen to you? How much do you think that being bad at math is something someone can change? If you had something on your mind, how carefully would your teacher listen to you? 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-tint-q5 s-grmi-q2 X Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.3 4.51 4.31
65 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Work Ethic 2C 5B 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.5 4.61 4.51 Valuing of Learning Growth Mindset 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. This is a measure description. 2C-i 5B-ii 2.88 2.23 2.89 2.24 3.39 2.74 3.4 2.75 3.89 3.24 3.9 3.25 4.7 4.3 4.71 4.31 Students Overall, how important is school to you? How much do you think that struggling as a writer is something someone can change? Overall, how important is school to you? How much do you think that struggling as a writer is something someone can change? s-vale-q1 s-grmi-q3 Q127 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 4.3 4.51 4.31
66 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Work Ethic 2C 5B 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.5 4.61 4.51 Valuing of Learning Growth Mindset 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. This is a measure description. 2C-i 5B-ii 2.88 2.23 2.89 2.24 3.39 2.74 3.4 2.75 3.89 3.24 3.9 3.25 4.7 4.3 4.71 4.31 Students How curious are you to learn more about things you talked about in school? How much do you think that intelligence is something that can be changed? How curious are you to learn more about things you talked about in school? 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-vale-q2 s-grmi-q4 Q36 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 4.3 4.51 4.31
67 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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. This is a measure description. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Students How much do you enjoy learning in school? Overall, how much have you learned from your teacher? How much do you enjoy learning in school? 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-vale-q3 s-peff-q1 Q10 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
68 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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. This is a measure description. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Students How much do you see yourself as a learner? For this class, how clearly does your teacher present the information that you need to learn? How much do you see yourself as a learner? 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-vale-q4 s-peff-q2 Q11 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
69 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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. This is a measure description. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Admin Data Students MA DESE, 2019-20 Chronic absence rate When you need extra help, how good is your teacher at giving you that help? Chronic absence rate 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? a-vale-i1 s-peff-q3 Q12 10 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.7 4.81 4.71
70 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Valuing of Learning Effective Practices 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. This is a measure description. 2C-i 1A-ii 2.88 2.98 2.89 2.99 3.39 3.49 3.4 3.5 3.89 3.99 3.9 4 4.7 4.4 4.71 4.41 Admin Data Students Constructed by MCIEA staff Average daily attendance How well can your teacher tell whether or not you understand a topic? Average daily attendance 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? a-vale-i2 s-peff-q4 Q14 90 number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.8 4.7 4.81 4.71
71 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Academic Challenge Effective Practices Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 1A-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 How much does your teacher encourage you to do your best? How interesting does your teacher make the things you are learning? How much does your teacher encourage you to do your best? 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-acpr-q1 s-peff-q5 Q15 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
72 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Teachers & The Teaching Environment 2C 1A 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. This is a subcategory description. 2.78 2.756190476 2.79 2.766190476 3.29 3.266190476 3.3 3.276190476 3.79 3.766190476 3.8 3.776190476 4.6 4.504761905 4.61 4.514761905 Academic Challenge Effective Practices Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 1A-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 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 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-acpr-q2 s-peff-q6 X Q16 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
73 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Safety 2C 2A 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Students How often does your teacher ask you to explain your answers? How often do you worry about violence at your school? How often does your teacher ask you to explain your answers? 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-acpr-q3 s-phys-q1 Q40 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
74 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Safety 2C 2A 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Students How often does your teacher take time to make sure you understand the material? How often do students get into physical fights at your school? How often does your teacher take time to make sure you understand the material? 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-acpr-q4 s-phys-q2 Q41 . 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Safety 2C 2A 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Teachers Students How well does your school foster academic challenge for all students? Overall, how physically safe do you feel at school? How well does your school foster academic challenge for all students? 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? t-acch-q1 s-phys-q3 Q42 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Safety 2C 2A 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. This is a subcategory description. 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.6 4.3 4.61 4.31 Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 2A-i 2.68 2.5675 2.69 2.5775 3.19 3.0775 3.2 3.0875 3.69 3.5775 3.7 3.5875 4.5 4.45 4.51 4.46 Teachers Students How effectively does your school challenge students who are struggling academically? How often do you feel like you might be harmed by someone at school? How effectively does your school challenge students who are struggling academically? 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? t-acch-q2 s-phys-q4 X Q43 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
77 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. This is a category description. This is the category short description for school culture. This is a category short description. Academic Orientation Health 2C 5D 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. This is a subcategory description. 2.78 2.396666667 2.79 2.406666667 3.29 2.906666667 3.3 2.916666667 3.79 3.406666667 3.8 3.416666667 4.6 4.433333333 4.61 4.443333333 Academic Challenge Social & Emotional Health Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. This is a measure description. 2C-ii 5D-i 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 4.3 4.51 4.31 Teachers Students How effectively does your school challenge students who are thriving academically? On a regular day at school, how often do you feel relaxed? How effectively does your school challenge students who are thriving academically? 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? t-acch-q3 s-poaf-q1 Q69 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 4.3 4.51 4.31
78 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. 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. This is a category short description. Facilities & Personnel Health 3A 5D Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Admin Data Students Constructed by MCIEA staff Average class size How often are you enthusiastic at school? Average class size How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? a-reso-i1 s-poaf-q2 Q70 20 number 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 4 3.25 4.9 4.3 4.91 4.31
79 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. 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. This is a category short description. Facilities & Personnel Health 3A 5D Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Teachers Students How adequate is your access to the materials you need to effectively teach? On a normal day in school, how confident do you feel? How adequate is your access to the materials you need to effectively teach? 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? t-reso-q1 s-poaf-q3 X Q71 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.3 4.26 4.31
80 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. 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. This is a category short description. Facilities & Personnel Health 3A 5D Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.396666667 2.644166667 2.406666667 3.144166667 2.906666667 3.154166667 2.916666667 3.644166667 3.406666667 3.729166667 3.416666667 4.629166667 4.433333333 4.639166667 4.443333333 Physical Space & Materials Social & Emotional Health Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 5D-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.3 4.585 4.31 Teachers Students How adequate is your access to the technology you need to effectively teach? On a normal day in school, how much are you able to concentrate? How adequate is your access to the technology you need to effectively teach? 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? t-reso-q2 s-poaf-q4 Q72 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.3 4.26 4.31
81 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. 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. This is a category short description. Facilities & Personnel Relationships 3A 2B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How adequate is the support you receive for using technology? Overall, how much do you feel like you belong at your school? How adequate is the support you receive for using technology? 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? t-reso-q3 s-sbel-q1 Q44 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
82 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. 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. This is a category short description. Facilities & Personnel Relationships 3A 2B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How sufficient is the physical space for in-school activities during the pandemic? At your school, how accepted do you feel by the other students? How sufficient is the physical space for in-school activities during the pandemic? At your school, how accepted do you feel by the other students? How sufficient is the physical space for school activities? At your school, how accepted do you feel by the other students? At your school, how accepted do you feel by the other students? t-reso-q4 s-sbel-q2 X Q45 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
83 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. 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. This is a category short description. Facilities & Personnel Relationships 3A 2B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Physical Space & Materials Student Sense of Belonging Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. This is a measure description. 3A-i 2B-i 2.505 2.23 2.515 2.24 3.015 2.74 3.025 2.75 3.515 3.24 3.675 3.25 4.575 4.5 4.585 4.51 Teachers Students How well-maintained are school facilities during the pandemic? How well do people at your school understand you? How well-maintained are school facilities during the pandemic? How well do people at your school understand you? How well-maintained are school facilities? How well do people at your school understand you? How well do people at your school understand you? t-reso-q5 s-sbel-q3 Q46 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.25 4.5 4.26 4.51
84 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. 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. This is a category short description. Facilities & Personnel Relationships 3A 2B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Content Specialists & Support Staff Student Sense of Belonging 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. This is a measure description. 3A-ii 2B-i 2.763333333 2.23 2.773333333 2.24 3.273333333 2.74 3.283333333 2.75 3.773333333 3.24 3.783333333 3.25 4.683333333 4.5 4.693333333 4.51 Admin Data Students American School Counselor Association (2005) Student to guidance counselor ratio How much respect do students in your school show you? Student to guidance counselor ratio 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? a-sust-i1 s-sbel-q4 Q48 250 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.9 4.5 4.91 4.51
85 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Facilities & Personnel Relationships 3A 2B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 4.51 Content Specialists & Support Staff Student Sense of Belonging 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. This is a measure description. 3A-ii 2B-i 2.763333333 2.23 2.773333333 2.24 3.273333333 2.74 3.283333333 2.75 3.773333333 3.24 3.783333333 3.25 4.683333333 4.5 4.693333333 4.51 Admin Data Students American School Counselor Association (2005) Student to mental health counselor ratio How connected do you feel to the adults at your school? Student to mental health counselor ratio 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? a-sust-i2 s-sbel-q5 Q49 250 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.9 4.5 4.91 4.51
86 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. 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. This is a category short description. Facilities & Personnel Civic Engagement 3A 5A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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. This is a measure description. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Admin Data Students NCES, 2007-08 Student to instructional support staff ratio How often do you try to think of more than one explanation for why someone else acted as they did? Student to instructional support staff ratio 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? a-sust-i3 s-sper-q1 Q59 43.4 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.4 4.91 4.41
87 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. 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. This is a category short description. Facilities & Personnel Civic Engagement 3A 5A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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. This is a measure description. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Admin Data Students Constructed by MCIEA staff Student to art teacher ratio Overall, how often do you try to understand the point of view of other people? Student to art teacher ratio 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? a-sust-i4 s-sper-q2 Q60 500 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.4 4.91 4.41
88 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. 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. This is a category short description. Facilities & Personnel Civic Engagement 3A 5A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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. This is a measure description. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Teachers Students Overall, how effective is the support students receive from non-teaching staff? How often do you try to figure out what motivates others to behave as they do? Overall, how effective is the support students receive from non-teaching staff? 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? t-sust-q1 s-sper-q3 Q61 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 4.4 4.26 4.41
89 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. 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. This is a category short description. Facilities & Personnel Civic Engagement 3A 5A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.475 4.639166667 4.485 Content Specialists & Support Staff Appreciation For Diversity 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. This is a measure description. 3A-ii 5A-i 2.763333333 2.48 2.773333333 2.49 3.273333333 2.99 3.283333333 3 3.773333333 3.49 3.783333333 3.5 4.683333333 4.4 4.693333333 4.41 Teachers Students How adequate is the number of non-teaching support staff? In general, how often do you try to understand how other people see things? How adequate is the number of non-teaching support staff? 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? t-sust-q2 s-sper-q4 X Q62 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 4.4 4.26 4.41
90 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. 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. This is a category short description. 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 This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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. This is a measure description. 3A-ii 4B-i 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Teachers Students How often are non-teaching support staff available either online or in person for students with non-academic issues? How excited are you about going to this class? How often are non-teaching support staff available either online or in person for students with non-academic issues? How excited are you about going to this class? How often are non-teaching support staff available for students with non-academic issues? How excited are you about going to this class? How excited are you about going to this class? t-sust-q3 s-sten-q1 Q27 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
91 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. 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. This is a category short description. 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 This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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. This is a measure description. 3A-ii 4B-i 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Teachers Students How often are non-teaching support staff available either online or in person for students who are struggling academically? Overall, how interested are you in this class? How often are non-teaching support staff available either online or in person for students who are struggling academically? Overall, how interested are you in this class? How often are non-teaching support staff available for students who are struggling academically? Overall, how interested are you in this class? Overall, how interested are you in this class? t-sust-q4 s-sten-q2 X Q28 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
92 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. 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. This is a category short description. 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 This is a subcategory description. 2.634166667 2.73 2.644166667 2.74 3.144166667 3.24 3.154166667 3.25 3.644166667 3.74 3.729166667 3.75 4.629166667 4.533333333 4.639166667 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. This is a measure description. 3A-ii 4B-i 2.763333333 2.38 2.773333333 2.39 3.273333333 2.89 3.283333333 2.9 3.773333333 3.39 3.783333333 3.4 4.683333333 4.4 4.693333333 4.41 Students When you need help learning something, is there an adult at school other than your teacher who can work with you? How often do you get so focused on class activities that you lose track of time? When you need help learning something, is there an adult at school other than your teacher who can work with you? 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-sust-q2 s-sten-q3 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
93 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as 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 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. This is a category short description. 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 This is a subcategory description. 2.634166667 2.23 2.644166667 2.24 3.144166667 2.74 3.154166667 2.75 3.644166667 3.24 3.729166667 3.25 4.629166667 4.5 4.639166667 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. This is a measure description. 3A-ii 2.763333333 2.396666667 2.773333333 2.406666667 3.273333333 2.906666667 3.283333333 2.916666667 3.773333333 3.406666667 3.783333333 3.416666667 4.683333333 4.433333333 4.693333333 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
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. 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. This is a category short description. Learning Resources Facilities & Personnel 3B 3A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Content Specialists & Support Staff Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 3A-ii 2.887142857 2.396666667 2.897142857 2.406666667 3.397142857 2.906666667 3.407142857 2.916666667 3.897142857 3.406666667 3.907142857 3.416666667 4.6 4.433333333 4.61 4.443333333 Admin Data Students Constructed by MCIEA staff Percent graduates completing MassCORE (HS only) When you need help learning something, is there an adult at school other than your teacher who can work with you? Percent graduates completing MassCORE (HS only) 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? a-curv-i1 s-sust-q2 X Q57 90 percentage 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.25 4.61 4.26
95 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Relationships 3B 2B 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. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Constructed by MCIEA staff Percent juniors and seniors enrolled in one AP (HS only) When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? Percent juniors and seniors enrolled in one AP (HS only) 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? a-curv-i2 s-tint-q1 X X Q17 30 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
96 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Relationships 3B 2B 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. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Constructed by MCIEA staff Percent AP test takers scoring 3 or higher (HS only) How interested in your teacher in what you do outside of class? Percent AP test takers scoring 3 or higher (HS only) 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? a-curv-i3 s-tint-q2 X Q18 20 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
97 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Relationships 3B 2B 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. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students NCES, 2009 Percent students of color enrolled in advanced coursework (HS only) If you walked into class upset, how concerned would your teacher be? Percent students of color enrolled in advanced coursework (HS only) 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? a-curv-i4 s-tint-q3 X Q19 36.4 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
98 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Relationships 3B 2B 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. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Student to number of courses ratio (HS only) If you came back to visit class three years from now, how excited would your teacher be to see you? Student to number of courses ratio (HS only) 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? a-curv-i5 s-tint-q4 X Q20 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
99 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Relationships 3B 2B 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. This is a subcategory description. 2.804603175 2.23 2.814603175 2.24 3.314603175 2.74 3.324603175 2.75 3.814603175 3.24 3.824603175 3.25 4.6 4.5 4.61 4.51 Curricular Strength & Variety Student-Teacher Relationships 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2B-ii 2.887142857 2.23 2.897142857 2.24 3.397142857 2.74 3.407142857 2.75 3.897142857 3.24 3.907142857 3.25 4.6 4.5 4.61 4.51 Admin Data Students Student to number of electives ratio (completely free choice) (HS only) If you had something on your mind, how carefully would your teacher listen to you? Student to number of electives ratio (completely free choice) (HS only) 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? a-curv-i6 s-tint-q5 X Q21 ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.6 4.5 4.61 4.51
100 Resources School Culture 3 2 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students Overall, how rigorous is the curriculum that you are expected to teach? Overall, how important is school to you? Overall, how rigorous is the curriculum that you are expected to teach? Overall, how important is school to you? Overall, how important is school to you? Overall, how important is school to you? t-curv-q1 s-vale-q1 Q50 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
101 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students How coherent is the curriculum that you are expected to teach? How curious are you to learn more about things you talked about in school? How coherent is the curriculum that you are expected to teach? 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? t-curv-q2 s-vale-q2 Q53 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
102 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How much do you enjoy learning in school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How much do you enjoy learning in school? How much do you enjoy learning in school? How much do you enjoy learning in school? t-curv-q3 s-vale-q3 X Q54 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
103 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Curricular Strength & Variety Valuing of Learning 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 student to total classes, the ratio students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. This is a measure description. 3B-i 2C-i 2.887142857 2.48 2.897142857 2.49 3.397142857 2.99 3.407142857 3 3.897142857 3.49 3.907142857 3.5 4.6 4.7 4.61 4.71 Teachers Students How well-rounded is the curriculum that you and your colleagues teach? How much do you see yourself as a learner? How well-rounded is the curriculum that you and your colleagues teach? 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-curv-q4 s-vale-q4 Q55 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
104 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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. This is a measure description. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Admin Data Teachers MA DESE, 2019-20, state average Teacher-student parity index: % teachers of color/% students of color How well does your school foster academic challenge for all students? Teacher-student parity index: % teachers of color/% students of color How well does your school foster academic challenge for all students? a-cure-i1 t-acch-q1 #N/A 0.26 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.6 4.5 4.61 4.51
105 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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. This is a measure description. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Teachers How able are you to integrate material from different cultures into your instruction either online or in person?' How effectively does your school challenge students who are struggling academically? How able are you to integrate material from different cultures into your instruction either online or in person?' How effectively does your school challenge students who are struggling academically? How able are you to integrate material from different cultures into your class? t-cure-q1 t-acch-q2 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
106 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. 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. This is a category short description. Learning Resources Academic Orientation 3B 2C 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. This is a subcategory description. 2.804603175 2.98 2.814603175 2.99 3.314603175 3.49 3.324603175 3.5 3.814603175 3.99 3.824603175 4 4.6 4.4 4.61 4.41 Cultural Responsiveness Academic Challenge 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. This is a measure description. 3B-ii 2C-ii 2.546666667 2.68 2.556666667 2.69 3.056666667 3.19 3.066666667 3.2 3.556666667 3.69 3.566666667 3.7 4.6 4.5 4.61 4.51 Teachers How often do you integrate culturally diverse content into your teaching? How effectively does your school challenge students who are thriving academically? How often do you integrate culturally diverse content into your teaching? How effectively does your school challenge students who are thriving academically? t-cure-q2 t-acch-q3 #N/A 2.33 2.68 2.34 2.69 2.84 3.19 2.85 3.2 3.34 3.69 3.35 3.7 4.6 4.5 4.61 4.51
107 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Learning Resources Community Support 3B 3C 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. This is a subcategory description. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners 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. This is a measure description. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Teachers How often do you use teaching strategies to facilitate learning among culturally diverse students? How effectively does this school connect with immigrant families, providing translation when necessary? How often do you use teaching strategies to facilitate learning among culturally diverse students? 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-cure-q3 t-ceng-q1 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
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. 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. This is a category short description. Learning Resources Community Support 3B 3C 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. This is a subcategory description. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners 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. This is a measure description. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Teachers How motivated are you to integrate culturally diverse content in your classroom? How effectively does this school respond to the needs and values of the surrounding community? How motivated are you to integrate culturally diverse content in your classroom? 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-cure-q4 t-ceng-q2 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 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. 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. This is a category short description. Learning Resources Community Support 3B 3C 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. This is a subcategory description. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners 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. This is a measure description. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Students Teachers In your classes, how often do you see people like you represented in what you study? To what extent are all groups of parents represented in the governance of the school? In your classes, how often do you see people like you represented in what you study? To what extent are all groups of parents represented in the governance of the school? s-cure-q1 t-ceng-q3 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 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. 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. This is a category short description. Learning Resources Community Support 3B 3C 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. This is a subcategory description. 2.804603175 2.494285714 2.814603175 2.504285714 3.314603175 3.004285714 3.324603175 3.014285714 3.814603175 3.504285714 3.824603175 3.514285714 4.6 4.482142857 4.61 4.492142857 Cultural Responsiveness Community Involvement & External Partners 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. This is a measure description. 3B-ii 3C-ii 2.546666667 2.18 2.556666667 2.19 3.056666667 2.69 3.066666667 2.7 3.556666667 3.19 3.566666667 3.2 4.6 4.4 4.61 4.41 Students Teachers In your classes, how often do you see many different kinds of people represented in what you study? Overall, how effectively does this school connect with the community? In your classes, how often do you see many different kinds of people represented in what you study? Overall, how effectively does this school connect with the community? s-cure-q2 t-ceng-q4 #N/A 2.33 2.18 2.34 2.19 2.84 2.69 2.85 2.7 3.34 3.19 3.35 3.2 4.6 4.4 4.61 4.41
111 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. 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. This is a category short description. 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. This is a subcategory description. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 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. This is a measure description. 3B-ii 1B-ii 2.546666667 2.48 2.556666667 2.49 3.056666667 2.99 3.066666667 3 3.556666667 3.49 3.566666667 3.5 4.6 4.5 4.61 4.51 Students Teachers How valued do you think all students' home cultures and languages are in the school curriculum? How often do teachers here work together to plan curriculum and instruction? How valued do you think all students' home cultures and languages are in the school curriculum? How often do teachers here work together to plan curriculum and instruction? s-cure-q3 t-coll-q1 #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
112 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. 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. This is a category short description. 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. This is a subcategory description. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 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. This is a measure description. 3B-ii 1B-ii 2.546666667 2.48 2.556666667 2.49 3.056666667 2.99 3.066666667 3 3.556666667 3.49 3.566666667 3.5 4.6 4.5 4.61 4.51 Students Teachers How valued do you think your home culture and language are in the school curriculum? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? How valued do you think your home culture and language are in the school curriculum? How hard do teachers here work to coordinate their teaching with instruction at other grade levels? s-cure-q4 t-coll-q2 #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
113 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. 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. This is a category short description. 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. This is a subcategory description. 2.804603175 2.396666667 2.814603175 2.406666667 3.314603175 2.906666667 3.324603175 2.916666667 3.814603175 3.406666667 3.824603175 3.416666667 4.6 4.433333333 4.61 4.443333333 Co-Curricular Activities Support For Teaching Development & Growth Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). This is a measure description. 3B-iii 1B-ii 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.5 4.61 4.51 Admin Data Teachers Census Student to co-curricular activities ratio (HS only) How often do teachers here collaborate to make the school run effectively? Student to co-curricular activities ratio (HS only) How often do teachers here collaborate to make the school run effectively? a-cocu-i1 t-coll-q3 X #N/A 57 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.5 4.61 4.51
114 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. This is a measure description. 3C-i 3B-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 How often do you connect with parents at your school? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you connect with parents at your school? 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-peng-q1 t-cure-q1 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. This is a measure description. 3C-i 3B-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 How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? How involved have parents been in fundraising efforts at your school? How often do you integrate culturally diverse content into your teaching? t-peng-q2 t-cure-q2 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. This is a measure description. 3C-i 3B-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 How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? How involved have parents been with parent groups at your school? How often do you use teaching strategies to facilitate learning among culturally diverse students? t-peng-q3 t-cure-q3 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Family-School Relationships Cultural Responsiveness Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. This is a measure description. 3C-i 3B-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 How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? How often does the average parent help out at your school? How motivated are you to integrate culturally diverse content in your classroom? t-peng-q4 t-cure-q4 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers How effectively does this school connect with immigrant families, providing translation when necessary? Overall, how rigorous is the curriculum that you are expected to teach? How effectively does this school connect with immigrant families, providing translation when necessary? Overall, how rigorous is the curriculum that you are expected to teach? How effectively does this school connect with immigrant parents, providing translation when necessary? t-ceng-q1 t-curv-q1 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers How effectively does this school respond to the needs and values of the surrounding community? How coherent is the curriculum that you are expected to teach? How effectively does this school respond to the needs and values of the surrounding community? How coherent is the curriculum that you are expected to teach? How effectively does this school respond to the needs and values the surrounding community? t-ceng-q2 t-curv-q2 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers To what extent are all groups of parents represented in the governance of the school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? To what extent are all groups of parents represented in the governance of the school? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? t-ceng-q3 t-curv-q3 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
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. 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. This is a category short description. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. This is a subcategory description. 2.18 2.518888889 2.19 2.528888889 2.69 3.028888889 2.7 3.038888889 3.19 3.528888889 3.2 3.538888889 4.4 4.477777778 4.41 4.487777778 Community Involvement & External Partners Curricular Strength & Variety Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. This is a measure description. 3C-ii 3B-i 2.18 2.308571429 2.19 2.318571429 2.69 2.818571429 2.7 2.828571429 3.19 3.318571429 3.2 3.328571429 4.4 4.464285714 4.41 4.474285714 Teachers Overall, how effectively does this school connect with the community? How well-rounded is the curriculum that you and your colleagues teach? Overall, how effectively does this school connect with the community? How well-rounded is the curriculum that you and your colleagues teach? t-ceng-q4 t-curv-q4 #N/A 2.18 2.33 2.19 2.34 2.69 2.84 2.7 2.85 3.19 3.34 3.2 3.35 4.4 4.6 4.41 4.61
122 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Creative & Performing Arts 4A 5C 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. This is a subcategory description. 2.896666667 2.48 2.906666667 2.49 3.406666667 2.99 3.416666667 3 3.906666667 3.49 3.916666667 3.5 4.5 4.51 Performance Growth Participation In Creative & Performing Arts Includes an asessment of student progression towards key learning goals. This is a measure description. 4A-i 5C-i 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.5 4.51 No source Teachers Performance Growth In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Performance Growth 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? n/a t-expa-q2 #N/A n/a 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.5 4.3 4.51 4.31
123 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Creative & Performing Arts 4A 5C 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. This is a subcategory description. 2.896666667 2.48 2.906666667 2.49 3.406666667 2.99 3.416666667 3 3.906666667 3.49 3.916666667 3.5 4.5 4.51 Overall Performance Participation In Creative & Performing Arts 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. This is a measure description. 4A-ii 5C-i 2.813333333 2.48 2.823333333 2.49 3.323333333 2.99 3.333333333 3 3.823333333 3.49 3.833333333 3.5 4.5 4.51 Admin Data Teachers NCES, 2016 Percent students who fail 1 core course (HS only) In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Percent students who fail 1 core course (HS only) In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? a-ovpe-i1 t-expa-q3 X #N/A 2 percentage 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.5 4.3 4.51 4.31
124 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Teachers & The Teaching Environment 4A 1A 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. This is a subcategory description. 2.896666667 2.756190476 2.906666667 2.766190476 3.406666667 3.266190476 3.416666667 3.276190476 3.906666667 3.766190476 3.916666667 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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. This is a measure description. 4A-ii 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 Admin Data Teachers Constructed by MCIEA staff Percent students who fail 2 core courses (HS only) How confident are you in your ability to present material clearly? Percent students who fail 2 core courses (HS only) How confident are you in your ability to present material clearly? a-ovpe-i2 t-ieff-q1 X #N/A 1 percentage 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
125 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Teachers & The Teaching Environment 4A 1A 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. This is a subcategory description. 2.896666667 2.756190476 2.906666667 2.766190476 3.406666667 3.266190476 3.416666667 3.276190476 3.906666667 3.766190476 3.916666667 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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. This is a measure description. 4A-ii 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 Teachers Relative to what you know of students this age, how academically able are your students? How confident are you in your ability to identify gaps in student understanding? Relative to what you know of students this age, how academically able are your students? How confident are you in your ability to identify gaps in student understanding? t-sach-q1 t-ieff-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
126 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Teachers & The Teaching Environment 4A 1A 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. This is a subcategory description. 2.896666667 2.756190476 2.906666667 2.766190476 3.406666667 3.266190476 3.416666667 3.276190476 3.906666667 3.766190476 3.916666667 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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. This is a measure description. 4A-ii 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 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? How confident are you in your ability to provide extra help to students who need it? 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? How confident are you in your ability to provide extra help to students who need it? t-sach-q2 t-ieff-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
127 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Performance Teachers & The Teaching Environment 4A 1A 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. This is a subcategory description. 2.896666667 2.756190476 2.906666667 2.766190476 3.406666667 3.266190476 3.416666667 3.276190476 3.906666667 3.766190476 3.916666667 3.776190476 4.5 4.504761905 4.51 4.514761905 Overall Performance Effective Practices 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. This is a measure description. 4A-ii 1A-ii 2.813333333 2.98 2.823333333 2.99 3.323333333 3.49 3.333333333 3.5 3.823333333 3.99 3.833333333 4 4.5 4.4 4.51 4.41 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? How confident are you in your ability to make material interesting for 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? How confident are you in your ability to make material interesting for students? If an observer sat in on one of your classes for a week, how would s/he rate your students? t-sach-q3 t-ieff-q4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.7 4.51 4.71
128 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Leadership 4B 1B 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. This is a subcategory description. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. This is a measure description. 4B-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 Students Teachers How excited are you about going to this class? How effectively does your principal communicate a clear vision of teaching and learning? How excited are you about going to this class? How effectively does your principal communicate a clear vision of teaching and learning? s-sten-q1 t-inle-q1 #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
129 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Leadership 4B 1B 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. This is a subcategory description. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. This is a measure description. 4B-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 Students Teachers Overall, how interested are you in this class? How effectively does your principal press teachers to engage in good pedagogical practice? Overall, how interested are you in this class? How effectively does your principal press teachers to engage in good pedagogical practice? s-sten-q2 t-inle-q2 #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
130 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Leadership 4B 1B 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. This is a subcategory description. 2.68 2.396666667 2.69 2.406666667 3.19 2.906666667 3.2 2.916666667 3.69 3.406666667 3.7 3.416666667 4.4 4.433333333 4.41 4.443333333 Engagement In School Effective Leadership Draws on anonymous student reports about their level of focus, participation, and interest in class. This is a measure description. 4B-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 Students Teachers How often do you get so focused on class activities that you lose track of time? How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? How often do you get so focused on class activities that you lose track of time? 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? s-sten-q3 t-inle-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
131 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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. This is a subcategory description. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. This is a measure description. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers MA DESE, 2019-20 4-year on-time graduation rate (HS only) How many teachers in this school feel responsible for helping each other do their best? 4-year on-time graduation rate (HS only) How many teachers in this school feel responsible for helping each other do their best? a-degr-i1 t-pcom-q1 X #N/A 80 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
132 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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. This is a subcategory description. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. This is a measure description. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers NCES, 2016 Percent students retained in a grade How many teachers in this school take responsibility for improving the school? Percent students retained in a grade How many teachers in this school take responsibility for improving the school? a-degr-i2 t-pcom-q2 #N/A 2 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
133 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Student Commitment To Learning Teachers & The Teaching Environment 4B 1A 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. This is a subcategory description. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Degree Completion Professional Community Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. This is a measure description. 4B-ii 1A-iii 2.98 2.99 3.49 3.5 3.99 4 4.4 4.566666667 4.41 4.576666667 Admin Data Teachers MA DESE, 2019-20 5-year graduation rate (HS only) This year, how often have you had conversations with your colleagues about what helps students learn? 5-year graduation rate (HS only) This year, how often have you had conversations with your colleagues about what helps students learn? a-degr-i3 t-pcom-q3 X #N/A 85 percentage 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.4 4.7 4.41 4.71
134 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Critical Thinking Teachers & The Teaching Environment 4C 1A 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. This is a subcategory description. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Problem Solving Emphasis Professional Community Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. This is a measure description. 4C-i 1A-iii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.566666667 4.41 4.576666667 Teachers How often do students at your school come up with their own interpretations of material? As a faculty, how well do you do talking through views, opinions, and values? How often do students at your school come up with their own interpretations of material? As a faculty, how well do you do talking through views, opinions, and values? t-psol-q1 t-pcom-q4 #N/A 2.38 2.68 2.39 2.69 2.89 3.19 2.9 3.2 3.39 3.69 3.4 3.7 4.4 4.7 4.41 4.71
135 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Critical Thinking Teachers & The Teaching Environment 4C 1A 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. This is a subcategory description. 2.68 2.756190476 2.69 2.766190476 3.19 3.266190476 3.2 3.276190476 3.69 3.766190476 3.7 3.776190476 4.4 4.504761905 4.41 4.514761905 Problem Solving Emphasis Professional Community Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. This is a measure description. 4C-i 1A-iii 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.566666667 4.41 4.576666667 Teachers How often do students apply ideas they have learned to new situations? This year, how often have you had colleagues observe your classroom? How often do students apply ideas they have learned to new situations? This year, how often have you had colleagues observe your classroom? t-psol-q2 t-pcom-q5 #N/A 2.38 2.68 2.39 2.69 2.89 3.19 2.9 3.2 3.39 3.69 3.4 3.7 4.4 4.7 4.41 4.71
136 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Critical Thinking Community Support 4C 3C 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. This is a subcategory description. 2.68 2.494285714 2.69 2.504285714 3.19 3.004285714 3.2 3.014285714 3.69 3.504285714 3.7 3.514285714 4.4 4.482142857 4.41 4.492142857 Problem Solving Emphasis Family-School Relationships Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. This is a measure description. 4C-i 3C-i 2.38 2.18 2.39 2.19 2.89 2.69 2.9 2.7 3.39 3.19 3.4 3.2 4.4 4.41 Teachers How often do students collaborate in class to solve complex problems either online or in person? How often do you connect with parents at your school? How often do students collaborate in class to solve complex problems either online or in person? How often do you connect with parents at your school? How often do students collaborate in class to solve complex problems? t-psol-q3 t-peng-q1 #N/A 2.38 2.18 2.39 2.19 2.89 2.69 2.9 2.7 3.39 3.19 3.4 3.2 4.4 4.41
137 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. Critical Thinking Community Support 4C 3C 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. This is a subcategory description. 2.68 2.494285714 2.69 2.504285714 3.19 3.004285714 3.2 3.014285714 3.69 3.504285714 3.7 3.514285714 4.4 4.482142857 4.41 4.492142857 Problem Solving Skills Family-School Relationships Draws on anonymous teacher reports about how often their students have the opportunity to generative their own interpretations of material and apply knowledge to new situations. This is a measure description. 4C-ii 3C-i 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 No source Teachers How involved have parents been in fundraising efforts at your school? How involved have parents been in fundraising efforts at your school? n/a t-peng-q2 #N/A n/a n/a 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
138 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. College & Career Readiness Community Support 4D 3C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement This is a subcategory description. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 College-Going & Persistence Family-School Relationships Tracks the percentage of students enrolling in college immediately after high school graduation. This is a measure description. 4D-i 3C-i 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 Admin Data Teachers NCES, 2016 College enrollment rate (HS only) How involved have parents been with parent groups at your school? College enrollment rate (HS only) How involved have parents been with parent groups at your school? a-cgpr-i1 t-peng-q3 X #N/A 65.6 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
139 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. College & Career Readiness Community Support 4D 3C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement This is a subcategory description. 2.98 2.494285714 2.99 2.504285714 3.49 3.004285714 3.5 3.014285714 3.99 3.504285714 4 3.514285714 4.4 4.482142857 4.41 4.492142857 Career Preparation & Placement Family-School Relationships Tracks student access to career technical education courses and rates of positive career placement after graduation. This is a measure description. 4D-ii 3C-i 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 Admin Data Teachers Constructed by MCIEA staff Percent positive work placement (HS only) How often does the average parent help out at your school? Percent positive work placement (HS only) How often does the average parent help out at your school? a-cppm-i1 t-peng-q4 X #N/A 85 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.4 4.41
140 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. This is a category description. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. This is a category short description. College & Career Readiness Health 4D 5D Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes the measure of college-going & persistence and career preparation & placement This is a subcategory description. 2.98 2.396666667 2.99 2.406666667 3.49 2.906666667 3.5 2.916666667 3.99 3.406666667 4 3.416666667 4.4 4.433333333 4.41 4.443333333 Career Preparation & Placement Physical Health Tracks student access to career technical education courses and rates of positive career placement after graduation. This is a measure description. 4D-ii 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 4.4 4.25 4.41 4.26 Admin Data Teachers Student to career-technical education courses (HS only) In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? Student to career-technical education courses (HS only) 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? a-cppm-i2 t-phya-q2 X #N/A ratio 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.4 4.3 4.41 4.31
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. 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. This is a category short description. Civic Engagement Health 5A 5D 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. This is a subcategory description. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Appreciation For Diversity Physical Health Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. This is a measure description. 5A-i 5D-ii 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.4 4.25 4.41 4.26 Students Teachers How often do you try to think of more than one explanation for why someone else acted as they did? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? How often do you try to think of more than one explanation for why someone else acted as they did? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? s-sper-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 4.4 4.3 4.41 4.31
142 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. 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. This is a category short description. Civic Engagement Teachers & The Teaching Environment 5A 1A 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. This is a subcategory description. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. This is a measure description. 5A-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 4.4 4.45 4.41 4.46 Students Teachers Overall, how often do you try to understand the point of view of other people? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? Overall, how often do you try to understand the point of view of other people? Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? s-sper-q2 t-prep-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
143 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. 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. This is a category short description. Civic Engagement Teachers & The Teaching Environment 5A 1A 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. This is a subcategory description. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. This is a measure description. 5A-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 4.4 4.45 4.41 4.46 Students Teachers How often do you try to figure out what motivates others to behave as they do? How prepared are you for teaching the topics that you are expected to teach in your assignment? How often do you try to figure out what motivates others to behave as they do? How prepared are you for teaching the topics that you are expected to teach in your assignment? s-sper-q3 t-prep-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
144 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. 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. This is a category short description. Civic Engagement Teachers & The Teaching Environment 5A 1A 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. This is a subcategory description. 2.48 2.756190476 2.49 2.766190476 2.99 3.266190476 3 3.276190476 3.49 3.766190476 3.5 3.776190476 4.4 4.504761905 4.41 4.514761905 Appreciation For Diversity Professional Qualifications Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. This is a measure description. 5A-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 4.4 4.45 4.41 4.46 Students Teachers In general, how often do you try to understand how other people see things? How confident are you in working with the student body at your school? In general, how often do you try to understand how other people see things? How confident are you in working with the student body at your school? s-sper-q4 t-prep-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.7 4.41 4.71
145 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. 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. This is a category short description. Civic Engagement Leadership 5A 1B 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. This is a subcategory description. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. This is a measure description. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? To what extent do you trust your principal at his or her word? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? To what extent do you trust your principal at his or her word? s-civp-q1 t-prtr-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
146 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. 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. This is a category short description. Civic Engagement Leadership 5A 1B 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. This is a subcategory description. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. This is a measure description. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How important is it to you to get involved in improving your community? At your school, how comfortable are you raising concerns with the principal? How important is it to you to get involved in improving your community? At your school, how comfortable are you raising concerns with the principal? s-civp-q2 t-prtr-q2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
147 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. 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. This is a category short description. Civic Engagement Leadership 5A 1B 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. This is a subcategory description. 2.48 2.396666667 2.49 2.406666667 2.99 2.906666667 3 2.916666667 3.49 3.406666667 3.5 3.416666667 4.4 4.433333333 4.41 4.443333333 Civic Participation Effective Leadership Draws on anonymous student reports about their commitment to social awareness and community improvement. This is a measure description. 5A-ii 1B-i 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51 Students Teachers How important is it to you to actively challenge inequalities in society? How much do you trust your principal to stand up for you in disagreements with parents? How important is it to you to actively challenge inequalities in society? How much do you trust your principal to stand up for you in disagreements with parents? s-civp-q3 t-prtr-q3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.4 4.5 4.41 4.51
148 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Civic Engagement Critical Thinking 5A 4C 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. This is a subcategory description. 2.48 2.18 2.49 2.19 2.99 2.69 3 2.7 3.49 3.19 3.5 3.2 4.4 4.41 Civic Participation Problem Solving Emphasis Draws on anonymous student reports about their commitment to social awareness and community improvement. This is a measure description. 5A-ii 4C-i 2.48 2.38 2.49 2.39 2.99 2.89 3 2.9 3.49 3.39 3.5 3.4 4.4 4.41 Students Teachers How important is it to you to take action when something in society needs changing? How often do students at your school come up with their own interpretations of material? How important is it to you to take action when something in society needs changing? How often do students at your school come up with their own interpretations of material? s-civp-q4 t-psol-q1 #N/A 2.48 2.38 2.49 2.39 2.99 2.89 3 2.9 3.49 3.39 3.5 3.4 4.4 4.41
149 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Work Ethic Critical Thinking 5B 4C 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. This is a subcategory description. 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 Perseverance & Determination Problem Solving Emphasis Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. This is a measure description. 5B-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 4.3 4.4 4.31 4.41 Students Teachers If you face a problem while working towards an important goal, how well can you keep working? How often do students apply ideas they have learned to new situations? If you face a problem while working towards an important goal, how well can you keep working? How often do students apply ideas they have learned to new situations? s-grit-q1 t-psol-q2 #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 4.3 4.4 4.31 4.41
150 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Work Ethic Critical Thinking 5B 4C 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. This is a subcategory description. 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 Perseverance & Determination Problem Solving Emphasis Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. This is a measure description. 5B-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 4.3 4.4 4.31 4.41 Students Teachers How important is it to you to finish things you start? How often do students collaborate in class to solve complex problems either online or in person? How important is it to you to finish things you start? 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? s-grit-q2 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 4.3 4.4 4.31 4.41
151 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. 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. This is a category short description. Work Ethic Relationships 5B 2B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Perseverance & Determination Student Sense of Belonging Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. This is a measure description. 5B-i 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do students at this school care about each other? How confident are you that you can remain focused on what you are doing, even when there are distractions? How much do students at this school care about each other? s-grit-q3 t-psup-q1 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
152 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. 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. This is a category short description. Work Ethic Relationships 5B 2B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Perseverance & Determination Student Sense of Belonging Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. This is a measure description. 5B-i 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers If you fail to reach an important goal, how likely are you to try again? How often do students at this school help each other learn? If you fail to reach an important goal, how likely are you to try again? How often do students at this school help each other learn? s-grit-q4 t-psup-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
153 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. 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. This is a category short description. Work Ethic Relationships 5B 2B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Growth Mindset Student Sense of Belonging 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. This is a measure description. 5B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How much do you think you can change your own intelligence? How well do students at this school get along with each other? How much do you think you can change your own intelligence? How well do students at this school get along with each other? s-grmi-q1 t-psup-q3 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
154 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. 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. This is a category short description. Work Ethic Relationships 5B 2B 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Growth Mindset Student Sense of Belonging 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. This is a measure description. 5B-ii 2B-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51 Students Teachers How much do you think that being bad at math is something someone can change? At this school, how respectful are students to each other? How much do you think that being bad at math is something someone can change? At this school, how respectful are students to each other? s-grmi-q2 t-psup-q4 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.5 4.31 4.51
155 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. 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. This is a category short description. Work Ethic Safety 5B 2A 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Student Emotional Safety 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. This is a measure description. 5B-ii 2A-ii 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 Students Teachers How much do you think that struggling as a writer is something someone can change? How often are students bullied at school or online? How much do you think that struggling as a writer is something someone can change? How often are students bullied at school or online? How often are students bullied at school? How often are students bullied at school? s-grmi-q3 t-pvic-q1 #N/A 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
156 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. 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. This is a category short description. Work Ethic Safety 5B 2A 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. This is a subcategory description. 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Growth Mindset Student Emotional Safety 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. This is a measure description. 5B-ii 2A-ii 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 Students Teachers How much do you think that intelligence is something that can be changed? How often are students bullied because of who they are? How much do you think that intelligence is something that can be changed? How often are students bullied because of who they are? How much do you think that struggling to understand something means you're bad at it? s-grmi-q4 t-pvic-q2 #N/A 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
157 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. 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. This is a category short description. 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 This is a subcategory description. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 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. This is a measure description. 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 4.3 4.5 4.31 4.51 Students Teachers In a typical week, how much time do you spend in creative arts instruction or activities? Overall, how unkind are students to each other? In a typical week, how much time do you spend in creative arts instruction or activities? Overall, how unkind are students to each other? s-expa-q1 t-pvic-q3 #N/A 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
158 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. 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. This is a category short description. Creative & Performing Arts Leadership 5C 1B 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 This is a subcategory description. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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. This is a measure description. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 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? To what extent has your professional development been connected to the topics you 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? To what extent has your professional development been connected to the topics you teach? 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 t-qupd-q1 #N/A 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
159 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. 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. This is a category short description. Creative & Performing Arts Leadership 5C 1B 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 This is a subcategory description. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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. This is a measure description. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 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? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? t-expa-q3 t-qupd-q2 #N/A 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
160 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. 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. This is a category short description. Creative & Performing Arts Leadership 5C 1B 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 This is a subcategory description. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Participation In Creative & Performing Arts Support For Teaching Development & Growth 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. This is a measure description. 5C-i 1B-ii 2.48 2.49 2.99 3 3.49 3.5 4.3 4.5 4.31 4.51 Admin Data Teachers Hours of arts instruction per student per week To what extent has your professional development included enough time to explore new ideas? Hours of arts instruction per student per week To what extent has your professional development included enough time to explore new ideas? a-picp-i1 t-qupd-q3 #N/A number 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.3 4.5 4.31 4.51
161 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. 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. This is a category short description. Creative & Performing Arts Leadership 5C 1B 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 This is a subcategory description. 2.355 2.396666667 2.365 2.406666667 2.865 2.906666667 2.875 2.916666667 3.365 3.406666667 3.375 3.416666667 4.3 4.433333333 4.31 4.443333333 Valuing Creative & Performing Arts Support For Teaching Development & Growth Draws on anonymous student reports about their interest in creative or performing arts. This is a measure description. 5C-ii 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 Students Teachers How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Overall, how strong has support for your professional growth been? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? Overall, how strong has support for your professional growth been? If your friends or family wanted to go to an art museum, how interested would you be in going? s-appa-q1 t-qupd-q4 #N/A 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
162 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. 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. This is a category short description. Creative & Performing Arts Facilities & Personnel 5C 3A 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 This is a subcategory description. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 4.5 4.31 4.51 Valuing Creative & Performing Arts Physical Space & Materials Draws on anonymous student reports about their interest in creative or performing arts. This is a measure description. 5C-ii 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers If your friends or family wanted to go to hear people play music, how interested would you be in going? How adequate is your access to the materials you need to effectively teach? If your friends or family wanted to go to hear people play music, how interested would you be in going? How adequate is your access to the materials you need to effectively teach? s-appa-q2 t-reso-q1 #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 4.25 4.31 4.26
163 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. 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. This is a category short description. Creative & Performing Arts Facilities & Personnel 5C 3A 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 This is a subcategory description. 2.355 2.23 2.365 2.24 2.865 2.74 2.875 2.75 3.365 3.24 3.375 3.25 4.3 4.5 4.31 4.51 Valuing Creative & Performing Arts Physical Space & Materials Draws on anonymous student reports about their interest in creative or performing arts. This is a measure description. 5C-ii 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How adequate is your access to the technology you need to effectively teach? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How adequate is your access to the technology you need to effectively teach? If your friends or family wanted to go to a play, how interested would you be in going? s-appa-q3 t-reso-q2 #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 4.25 4.31 4.26
164 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers On a regular day at school, how often do you feel relaxed? How adequate is the support you receive for using technology? On a regular day at school, how often do you feel relaxed? How adequate is the support you receive for using technology? s-poaf-q1 t-reso-q3 #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 4.25 4.31 4.26
165 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers How often are you enthusiastic at school? How sufficient is the physical space for in-school activities during the pandemic? How often are you enthusiastic at school? 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? s-poaf-q2 t-reso-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 4.25 4.31 4.26
166 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Physical Space & Materials Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 3A-i 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31 Students Teachers On a normal day in school, how confident do you feel? How well-maintained are school facilities during the pandemic? On a normal day in school, how confident do you feel? How well-maintained are school facilities during the pandemic? How well-maintained are school facilities? How well-maintained are school facilities? s-poaf-q3 t-reso-q5 #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 4.25 4.31 4.26
167 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Health Performance 5D 4A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers On a normal day in school, how much are you able to concentrate? Relative to what you know of students this age, how academically able are your students? On a normal day in school, how much are you able to concentrate? 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? s-poaf-q4 t-sach-q1 #N/A 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
168 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Health Performance 5D 4A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers On a typical day in school, how stressed do you feel about your schoolwork? 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? On a typical day in school, how stressed do you feel about your schoolwork? 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? s-acst-q1 t-sach-q2 #N/A 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
169 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in 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 description. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. This is a category short description. Health Performance 5D 4A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.48 2.4275 2.49 2.9275 2.99 2.9375 3 3.4275 3.49 3.4375 3.5 4.3 4.5 4.31 4.51 Social & Emotional Health Overall Performance Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 4A-i 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 4.566666667 4.31 4.576666667 Students Teachers When you take a test, how much do you worry about doing well? 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? When you take a test, how much do you worry about doing well? 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? s-acst-q2 t-sach-q3 #N/A 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
170 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Social & Emotional Health Content Specialists & Support Staff Draws on anonymous student reports about the extent to which they feel acdemic stress and whether that stress interferes with their concentration or enjoyment of learning. This is a measure description. 5D-i 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 4.3 4.433333333 4.31 4.443333333 Students Teachers Typically, how anxious do you feel about your grades? Overall, how effective is the support students receive from non-teaching staff? Typically, how anxious do you feel about your grades? Overall, how effective is the support students receive from non-teaching staff? How much do you think that your grades and test scores will determine your future? s-acst-q3 t-sust-q1 #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 4.25 4.31 4.26
171 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Admin Data Teachers Constructed by MCIEA staff Medical staff to student ratio How adequate is the number of non-teaching support staff? Medical staff to student ratio How adequate is the number of non-teaching support staff? a-phya-i1 t-sust-q2 #N/A 750 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.3 4.25 4.31 4.26
172 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Teachers In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students with non-academic issues? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students with non-academic issues? In a typical week at your school, what is the average amount of time students spend engaged in physical activity? How often are non-teaching support staff available for students with non-academic issues? t-phya-q2 t-sust-q3 #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 4.25 4.31 4.26
173 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. 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. This is a category short description. Health Facilities & Personnel 5D 3A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. This is a subcategory description. 2.4175 2.23 2.4275 2.24 2.9275 2.74 2.9375 2.75 3.4275 3.24 3.4375 3.25 4.3 4.5 4.31 4.51 Physical Health Content Specialists & Support Staff Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. This is a measure description. 5D-ii 3A-ii 2.605 2.396666667 2.615 2.406666667 3.115 2.906666667 3.125 2.916666667 3.615 3.406666667 3.625 3.416666667 4.3 4.433333333 4.31 4.443333333 Teachers In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? How often are non-teaching support staff available either online or in person for students who are struggling academically? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? 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-phya-q3 t-sust-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 4.25 4.31 4.26

59
spec/lib/seeder_spec.rb
Unescape View File

@ -35,14 +35,15 @@ describe Seeder do
expect do
seeder.seed_districts_and_schools sample_districts_and_schools_csv
end.to change { District.count }.by(2)
.and change { School.count }.by(2)
elementary_school = School.find_by_dese_id 350_302
expect(elementary_school.name).to eq 'Samuel Adams Elementary School'
expect(elementary_school.is_hs).to be false
.and change { School.count }.by(3)
high_school = School.find_by_dese_id 160_505
expect(high_school.name).to eq 'Attleboro High School'
expect(high_school.is_hs).to be true
elementary_school = School.find_by_dese_id 350_302
expect(elementary_school.name).to eq 'Samuel Adams Elementary School'
expect(elementary_school.is_hs).to be false
end
context 'when partial data already exists' do
@ -60,7 +61,9 @@ describe Seeder do
expect do
seeder.seed_districts_and_schools sample_districts_and_schools_csv
end.to change { District.count }.by(1)
.and change { School.count }.by(0) # +1 for new school, -1 for old school
.and change {
School.count
}.by(1) # +2 for schools added from example csv, -1 for old school
new_district = District.find_by_name 'Attleboro'
expect(new_district.qualtrics_code).to eq 1
@ -103,15 +106,15 @@ describe Seeder do
it 'seeds the total number of respondents for a school' do
expect do
seeder.seed_respondents sample_districts_and_schools_csv
end.to change { Respondent.count }.by(2)
end.to change { Respondent.count }.by(School.count)
end
it 'seeds idempotently' do
expect do
seeder.seed_respondents sample_districts_and_schools_csv
end.to change { Respondent.count }.by(2)
end.to change { Respondent.count }.by(School.count)
expect(Respondent.all.count).to eq 2
expect(Respondent.all.count).to eq School.count
expect do
seeder.seed_respondents sample_districts_and_schools_csv
@ -119,6 +122,42 @@ describe Seeder do
end
end
context 'surveys' do
before :each do
create(:academic_year, range: '2020-21')
seeder.seed_districts_and_schools sample_districts_and_schools_csv
seeder.seed_surveys sample_districts_and_schools_csv
end
it 'for one academic year, it seeds a count of surveys equal to the count of schools' do
expect(Survey.count).to eq School.count
end
it 'marks short form schools as short form schools' do
elementary_school = School.find_by_dese_id 160_001
academic_year = AcademicYear.find_by_range '2020-21'
survey = Survey.where(school: elementary_school, academic_year:).first
expect(survey.form).to eq 'short'
end
it 'does not mark long form schools as short form schools' do
elementary_school = School.find_by_dese_id 350_302
academic_year = AcademicYear.find_by_range '2020-21'
survey = Survey.where(school: elementary_school, academic_year:).first
expect(survey.form).to eq 'normal'
end
it 'seed idempotently' do
expect do
seeder.seed_surveys sample_districts_and_schools_csv
end.to change { Survey.count }.by 0
end
it 'seeds new surveys for every year in the database' do
expect do
create(:academic_year, range: '2019-20')
seeder.seed_surveys sample_districts_and_schools_csv
end.to change { Survey.count }.by School.count
end
end
context 'the sqm framework' do
before do
school_culture_category = create(:category, category_id: '2', sort_index: -1)
@ -198,6 +237,10 @@ describe Seeder do
expect(survey_item.growth_low_benchmark).to eq 3.3
expect(survey_item.approval_low_benchmark).to eq 3.8
expect(survey_item.ideal_low_benchmark).to eq 4.51
expect(survey_item.on_short_form).to eq false
short_form_item = SurveyItem.find_by_survey_item_id 's-peff-q6'
expect(short_form_item.on_short_form).to eq true
end
it 'updates admin data item data' do

3
spec/models/measure_spec.rb
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@ -25,8 +25,9 @@ RSpec.describe Measure, type: :model do
before do
create(:respondent, school:, academic_year:)
create(:respondent, school:, academic_year:)
create(:survey, school:, academic_year:)
end
describe 'benchmarks' do
context 'when a measure includes only one admin data item' do
before do

42
spec/models/response_rate_spec.rb
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@ -26,11 +26,45 @@ describe ResponseRate, type: :model do
create_list(:survey_item_response, SurveyItemResponse::STUDENT_RESPONSE_THRESHOLD, survey_item: sufficient_student_survey_item_2,
academic_year:, school:, likert_score: 4)
end
context 'when a students take a regular survey' do
before :each do
create(:survey, school:, academic_year:)
end
context 'when the average number of student responses per question in a subcategory is equal to the student response threshold' do
it 'returns 100 percent' do
expect(StudentResponseRate.new(subcategory:, school:,
academic_year:).rate).to eq 25
context 'when the average number of student responses per question in a subcategory is equal to the student response threshold' do
it 'returns 100 percent' do
expect(StudentResponseRate.new(subcategory:, school:,
academic_year:).rate).to eq 25
end
end
end
context 'when students take the short form survey' do
before :each do
create(:survey, form: :short, school:, academic_year:)
end
context 'when the average number of student responses per question in a subcategory is equal to the student response threshold' do
before :each do
sufficient_student_survey_item_1.update! on_short_form: true
sufficient_student_survey_item_2.update! on_short_form: true
end
it 'returns 100 percent' do
expect(StudentResponseRate.new(subcategory:, school:,
academic_year:).rate).to eq 25
end
context 'for the same number of responses, if only one of the questions is a short form question, the response rate will be half' do
before do
sufficient_student_survey_item_2.update! on_short_form: false
end
it 'returns 100 percent' do
expect(StudentResponseRate.new(subcategory:, school:,
academic_year:).rate).to eq 50
end
end
end
end
end

3
spec/models/scale_spec.rb
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@ -4,6 +4,9 @@ RSpec.describe Scale, type: :model do
let(:school) { create(:school) }
let(:academic_year) { create(:academic_year) }
let(:scale) { create(:scale) }
before do
create(:survey, school:, academic_year:)
end
describe '.score' do
let(:teacher_survey_item_1) { create(:teacher_survey_item, scale:) }

1
spec/models/subcategory_spec.rb
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@ -10,6 +10,7 @@ RSpec.describe Subcategory, type: :model do
let(:student_scale) { create(:student_scale, measure: measure_2) }
before do
create(:respondent, school:, academic_year:)
create(:survey, school:, academic_year:)
end
describe '.score' do

3
spec/models/survey_item_spec.rb
Unescape View File

@ -3,6 +3,9 @@ RSpec.describe SurveyItem, type: :model do
let(:school) { create(:school) }
let(:academic_year) { create(:academic_year) }
let(:scale) { create(:scale) }
before :each do
create(:survey, school:, academic_year:)
end
describe '.score' do
let(:teacher_survey_item) { create(:teacher_survey_item, scale:) }

1
spec/presenters/measure_presenter_spec.rb
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@ -10,6 +10,7 @@ describe MeasurePresenter do
let(:measure_presenter) { MeasurePresenter.new(measure:, academic_year:, school:) }
before do
create(:respondent, school:, academic_year:)
create(:survey, school:, academic_year:)
end
it 'returns the id of the measure' do

9
spec/presenters/subcategory_presenter_spec.rb
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@ -6,11 +6,7 @@ describe SubcategoryPresenter do
let(:subcategory) do
create(:subcategory, name: 'A great subcategory', subcategory_id: 'A', description: 'A great description')
end
let(:survey_respondents) do
create(:respondent, school:, academic_year:)
end
let(:subcategory_presenter) do
survey_respondents
measure1 = create(:measure, subcategory:)
teacher_scale_1 = create(:teacher_scale, measure: measure1)
student_scale_1 = create(:student_scale, measure: measure1)
@ -50,6 +46,11 @@ describe SubcategoryPresenter do
return SubcategoryPresenter.new(subcategory:, academic_year:, school:)
end
before do
create(:respondent, school:, academic_year:)
create(:survey, school:, academic_year:)
end
it 'returns the name of the subcategory' do
expect(subcategory_presenter.name).to eq 'A great subcategory'
end

1
spec/views/categories/show.html.erb_spec.rb
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@ -45,6 +45,7 @@ describe 'categories/show' do
assign :academic_years, [academic_year]
create(:respondent, school:, academic_year:)
create(:survey, school:, academic_year:)
render
end

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