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Revert "chore: update source of truth and add a way to delete 'Library Access' measure from database"

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This reverts commit a70a6ae32c.
mciea-main
Nelson Jovel 2 years ago
parent 31f42b3434
commit 4082f2ad1c
2 changed files with 203 additions and 232 deletions
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426
data/master_list_of_schools_and_districts.csv
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@ -1,223 +1,203 @@
Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Source,Source Notes,Show items in accordion?,Active admin & survey items,Question/item (23-24),Question/item (22-23),Question/item (21-22),Question/item (20-21),Original Item (19-20 surveys),Original Item (18-19 surveys),Original Item (17-18 surveys),Original Item (16-17 surveys),Survey Item ID,Reverse Scored,HS only admin item?,On Short Form?,Qualtrics ID,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Admin Data,"Constructed by MCIEA staff, based on research from Kraft and Papay",TRUE,TRUE,Percentage teachers with 3+ years of experience,Percentage teachers with 3+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,Percentage teachers with 5+ years of experience,a-exp-i1,,,,,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Admin Data,"NCES, 2015-16",TRUE,TRUE,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,Percentage teachers National Board certified,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.",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,Admin Data,Center for Education Data and Research,TRUE,TRUE,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,Percentage teachers teaching in area of licensure,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.",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,Teachers,,TRUE,TRUE,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned?,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.",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,Teachers,,TRUE,TRUE,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,How prepared are you for teaching the topics that you are expected to teach in your assignment?,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.",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,Teachers,,TRUE,TRUE,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,How confident are you in working with the student body at your school?,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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","Overall, how much have you learned from your teacher?","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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","For this class, how clearly does your teacher present the information that you need to learn?","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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,"When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","When you need extra help, how good is your teacher at giving you that help?","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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,How well can your teacher tell whether or not you understand a topic?,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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,How interesting does your teacher make the things you are learning?,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.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Students,,TRUE,TRUE,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,How good is your teacher at helping you learn?,s-peff-q6,,,X,Q16,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,How confident are you in your ability to present material clearly?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,How confident are you in your ability to identify gaps in student understanding?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,How confident are you in your ability to provide extra help to students who need it?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",Effective Practices,"Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management.",1A-ii,Teachers,,TRUE,TRUE,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,How confident are you in your ability to make material interesting for students?,Not in the 17-18 Surveys,Not in the 16-17 Surveys,t-ieff-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent teacher returning (including retirement),Percent teacher returning (including retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),Percent teacher returning (excluding retirement),a-pcom-i1,,,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Admin Data,Ed Week,TRUE,TRUE,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,Percent teachers with 10+ days absent,a-pcom-i2,X,,,#N/A,28,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Admin Data,Benchmark is the % of teachers of color statewide in the 21-22 school year ,TRUE,TRUE,% Teachers of Color,% Teachers of Color,,,,,,,a-pcom-i3,,,,#N/A,12.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices.",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,Teachers,,TRUE,TRUE,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,How many teachers in this school feel responsible for helping each other do their best?,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.",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,Teachers,,TRUE,TRUE,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,How many teachers in this school take responsibility for improving the school?,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.",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,Teachers,,TRUE,TRUE,"This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","This year, how often have you had conversations with your colleagues about what helps students learn?","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.",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,Teachers,,TRUE,TRUE,"As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","As a faculty, how well do you do talking through views, opinions, and values?","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.",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,Teachers,,TRUE,TRUE,"This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","This year, how often have you had colleagues observe your classroom?","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.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively does your school leadership as a whole communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,How effectively does your principal communicate a clear vision of teaching and learning?,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.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How effectively do your school leaders press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,How effectively does your principal press teachers to engage in good pedagogical practice?,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.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do your school leaders know about what’s going on in teachers’ classrooms?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms either in-person or online?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,How much does your principal know about what’s going on in teachers’ classrooms ?,t-inle-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,To what extent do you trust your school leaders at their word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,To what extent do you trust your principal at his or her word?,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.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,"At your school, how comfortable are you raising concerns with the leaders at your school?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?","At your school, how comfortable are you raising concerns with the principal?",t-prtr-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,School Leadership,Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions.,1B-i,Teachers,,FALSE,TRUE,How much do you trust school leaders to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,How much do you trust your principal to stand up for you in disagreements with parents?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,How often do teachers here work together to plan curriculum and instruction?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,How hard do teachers here work to coordinate their teaching with instruction at other grade levels?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,How often do teachers here collaborate to make the school run effectively?,t-coll-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Leadership,1B,Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,To what extent has your professional development been connected to the topics you teach?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,How much would you say that your professional development has been sustained/consistent (rather than discontinuous)?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,To what extent has your school-based professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,To what extent has your professional development included enough time to explore new ideas?,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.,Support For Teaching Development & Growth,Draws on anonymous teacher reports on the quality of professional development.,1B-ii,Teachers,,TRUE,TRUE,"Overall, how strong is your school's support for your professional growth?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?","Overall, how strong has support for your professional growth been?",t-qupd-q4,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Admin Data,NCES,TRUE,TRUE,Percent of students suspended,Percent of students suspended,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,Student to suspensions ratio,a-phys-i1,X,,,#N/A,5.27,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Admin Data,Only captured to calculate the ratio,TRUE,FALSE,,,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,Number of student suspensions,a-phys-i2,,,,#N/A,n/a,number,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Admin Data,only captured to calculate the chronic absence ratio,TRUE,TRUE,Percent of students suspended for 10+ days,Percent of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,Number of students suspended for 10+ days,a-phys-i3,X,,,#N/A,1,percent,2.98,2.99,3.49,3.5,3.99,4,4.7,4.71,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Students,,TRUE,TRUE,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,How often do you worry about violence at your school?,s-phys-q1,X,,,Q40,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Students,,TRUE,TRUE,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,How often do students get into physical fights at your school?,s-phys-q2,X,,,Q41,,.,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,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,Students,,TRUE,TRUE,"Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how physically safe do you feel at school?","Overall, how 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. ,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,Students,,TRUE,TRUE,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,How often do you feel like you might be harmed by someone at school?,s-phys-q4,X,,X,Q43,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How often are students unkind to each other at this school?,How worried are you that you will be bullied because of who you are?,s-emsa-q1,X,,X,Q7,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often are students at this school unkind to each other online?,How often do you think students at your school are bullied online?,s-emsa-q2,X,,,Q8,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,TRUE,TRUE,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How much bullying occurs at this school?,How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE),s-emsa-q3,X,,,Q9,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school or online?,How often are students bullied at school?,How often are students bullied at school?,How often are students bullied at school?,t-pvic-q1,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,How often are students bullied because of who they are?,t-pvic-q2,X,,,#N/A,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Safety,2A,Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Teachers,,TRUE,TRUE,"Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","Overall, how unkind are students to each other?","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. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,Some kids get picked on at my school.,Some kids get picked on at my school.,,,,,,,s-emsa-es1,X,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see kids acting in an unsafe or unkind way.","At my school, I see kids acting in an unsafe or unkind way.",,,,,,,s-emsa-es2,X,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, I see many acts of kindness. ","At my school, I see many acts of kindness. ",,,,,,,s-emsa-es3,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,No one has hurt my feelings using technology (on an ipad or phone). ,No one has hurt my feelings using technology (on an ipad or phone). ,,,,,,,s-emsa-es4,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student Emotional Safety,Draws on anonymous student and teacher reports about the nature of student relationships with each other.,2A-ii,Students,,FALSE,TRUE,"At my school, it is okay to be different or unique. ","At my school, it is okay to be different or unique. ",,,,,,,s-emsa-es5,,,,,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,s-emsa-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,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,Students,,FALSE,TRUE,I am happy when I am at school.,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,I am happy when I am in class.,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,I have friends in my classroom.,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,I have friends at recess.,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,Students at this school like me for who I am,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,Grownups treat students with respect.,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,Students treat each other with respect.,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,There are grownups at my school who care about me.,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,FALSE,TRUE,My teacher gives me help when I need it.,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,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,Students,,TRUE,TRUE,"Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","Overall, how much do you feel like you belong at your school?","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. ,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,Students,,TRUE,TRUE,"At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","At your school, how accepted do you feel by the other students?","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. ,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,Students,,TRUE,TRUE,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,How well do people at your school understand you?,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. ,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,Students,,TRUE,TRUE,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,How much respect do students in your school show you?,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. ,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,Students,,TRUE,TRUE,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,How connected do you feel to the adults at your school?,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. ,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,Teachers,,TRUE,TRUE,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,How much do students at this school care about each other?,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. ,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,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,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. ,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,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,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. ,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,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,I share what I do outside of school with my teacher.,I share what I do outside of school with my teacher.,,,,,,,s-tint-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es1
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher asks what I like to do outside of school.,My teacher asks what I like to do outside of school.,,,,,,,s-tint-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es2
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher cares about me when I am sick or upset.,My teacher cares about me when I am sick or upset.,,,,,,,s-tint-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es3
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher listens to me when I talk to them.,My teacher listens to me when I talk to them.,,,,,,,s-tint-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es4
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teacher helps me when I have a problem. ,My teacher helps me when I have a problem. ,,,,,,,s-tint-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es5
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My teachers help students when English is hard for them to speak or to understand. ,My teachers help students when English is hard for them to speak or to understand. ,,,,,,,s-tint-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es7
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,Students,,FALSE,TRUE,My school is kind to students who come from another country or speak another language. ,My school is kind to students who come from another country or speak another language. ,,,,,,,s-tint-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,s-tint-es8
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,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,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,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. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to me.,School is important to me.,,,,,,,s-vale-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,School is important to my family.,School is important to my family.,,,,,,,s-vale-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I enjoy learning new things at school.,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a reader.,I am a reader.,,,,,,,s-vale-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a mathematician.,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,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. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a scientist.,I am a scientist.,,,,,,,s-vale-es6,,,,,,,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. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,I am a good citizen.,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,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. ,Valuing of Learning,,2C-i,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.","I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,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,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","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. ,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,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,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. ,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,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,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. ,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,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,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. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers encourage me to do my best.,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking.
","My teachers ask me to explain my thinking.
",,,,,,,s-acpr-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,Academic Challenge,,2C-ii,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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. ,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,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,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. ,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,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","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. ,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,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,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. ,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,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,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. ,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,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,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,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,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,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.,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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.,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,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,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.,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,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,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.,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,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,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.,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,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,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,Teachers,,TRUE,TRUE,How well-maintained are school facilities?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.,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,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.,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,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,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,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.,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,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","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.,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,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","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.,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,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","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.,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,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,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.,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,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,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,Teachers,,TRUE,TRUE,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),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.",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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),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.",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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),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.",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,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",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,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",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.",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,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","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.",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,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,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.",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,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","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.",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,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,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.",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,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,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.",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,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction?,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",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,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,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.",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,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,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.",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,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,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.",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,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,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.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,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.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,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.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,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.",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,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",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,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,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.",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,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","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. ,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,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,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,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,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,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
",t-sach-q1,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,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,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","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. ,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,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,The school day goes by fast.,The school day goes by fast.,,,,,,,s-sten-es1,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es1
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I like my class.,I like my class.,,,,,,,s-sten-es2,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es2
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I am excited to come to school.,I am excited to come to school.,,,,,,,s-sten-es3,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es3
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,I get to learn about things that I am interested in at my school.,I get to learn about things that I am interested in at my school.,,,,,,,s-sten-es4,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es4
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,"Most of the time, I am excited about learning.","Most of the time, I am excited about learning.",,,,,,,s-sten-es5,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es5
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I have choices about what I learn.,There are times when I have choices about what I learn.,,,,,,,s-sten-es6,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es6
Perceptions of Learning,4,"Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Perceptions of student learning, development of their own academic identities, and progression 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. ,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,Students,,FALSE,TRUE,There are times when I get to share my ideas with my classmates.,There are times when I get to share my ideas with my classmates.,,,,,,,s-sten-es7,,,,,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,s-sten-es7
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. ,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,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),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. ,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,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,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,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),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. ,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,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,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. ,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,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,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. ,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,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,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,No source,,FALSE,FALSE,,,,,,,,,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.,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,Career Preparation,Tracks student access to career technical education courses.,4D-ii,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,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. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","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. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,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. ,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","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. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,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. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,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. ,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",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,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","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.",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,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,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.",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,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","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.",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,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","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.",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,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",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,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",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,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",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,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,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,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,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,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,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,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,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,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","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.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,Students,,TRUE,TRUE,"How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?","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.",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,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","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.",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,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,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.",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,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","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.",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,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","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.",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,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","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,
School Name,Alt School Name,District,District Code,School Code,DESE School ID,HS?,Short Form Only (2020-21),Short Form Only (2021-22),Short Form Only (2022-23),School Closed In ,Total Teachers for Response Rate (2022-23),Total Students for Response Rate (2022-23),Total Teachers for Response Rate (2021-22),Total Students for Response Rate (2021-22),Total Students for Response Rate (2020-21),Total Teachers for Response Rate (2020-21),Total Students for Response Rate (2019-20),Total Teachers for Response Rate (2019-20),Total Students for Response Rate (2018-19),Total Teachers for Response Rate (2018-19),Total Students for Response Rate (2017-18),Total Teachers for Response Rate (2017-18),Total Students for Response Rate (2016-17),Total Teachers for Response Rate (2016-17)
A. Irvin Studley Elementary School,#N/A,Attleboro,1,7,160001,,X,X,X,,25.8,77,25.8,77,75,26.9,88,29.5,79,29,77,30.5,97,31.1
Hill-Roberts Elementary School,#N/A,Attleboro,1,5,160045,,X,X,X,,28.5,84,28.5,83,97,28.1,99,29,82,29,102,27.7,105,25.1
Hyman Fine Elementary School,#N/A,Attleboro,1,6,160040,,X,X,X,,28.2,91,28.2,100,86,31.5,100,29,84,28,104,28,81,26.8
Peter Thacher Elementary School,#N/A,Attleboro,1,8,160050,,X,X,X,,34.7,81,34.7,86,94,34.6,83,36.4,79,36,85,34.5,86,31.3
Thomas Willett Elementary School,#N/A,Attleboro,1,9,160035,,X,X,X,,22.7,81,22.7,69,70,26.4,94,29.1,101,29,89,28.5,80,27.3
Attleboro Community Academy,,Attleboro,,,160515,,,,,,2.3,56,2.3,50,n/a,n/a,n/a,n/a,n/a,n/a,n/a,n/a,n/a,n/a
Attleboro High School,#N/A,Attleboro,1,1,160505,X,,,,,115.5,1830,115.5,1769,1792,114.7,1770,113.5,1746,114.2,1703,107.8,1671,103.7
Cyril K. Brennan Middle School,#N/A,Attleboro,1,2,160315,,,,,,39.9,623,39.9,605,620,41.3,621,38.9,594,35,582,33.8,552,31.5
Robert J. Coelho Middle School,#N/A,Attleboro,1,3,160305,,,,,,36.3,573,36.3,602,633,38.8,655,35,651,34,664,38,663,38.4
Wamsutta Middle School,#N/A,Attleboro,1,4,160320,,,,,,37.2,576,37.2,581,578,37,563,34.3,578,35.2,576,33.2,579,33.1
Another Course to College,#N/A,Boston,2,3,350541,X,,,,,24.8,230,24.8,231,236,25,232,17.9,224,20,224,22.1,223,20.1
Baldwin Early Learning Pilot Academy ,#N/A,Boston,2,117,350003,,,,,,14.5,0,14.5,0,0,15,0,23.2,0,11.4,0,14,0,11
Blackstone Innovation School,Blackstone Elementary,Boston,2,6,350390,,,,,,54.9,205,54.9,131,156,55.7,155,53.2,159,46,176,47.9,165,45.4
Boston Adult Technical Academy ,#N/A,Boston,2,118,350548,X,,,,,18.1,121,18.1,120,133,21.2,183,20.8,144,21.5,154,21.4,197,19.1
Boston Arts Academy,#N/A,Boston,2,7,350546,X,,,,,46.2,493,46.2,490,482,53,477,49.9,469,45.2,469,47.8,447,49.7
Boston Collaborative High School,#N/A,Boston,2,29,350755,X,,,,,13.8,178,13.8,98,160,15.3,175,9.1,160,9,182,7,193,0.9
Boston Community Leadership Academy,#N/A,Boston,2,8,350558,X,,,,,65.9,573,65.9,663,478,44.6,506,43.8,487,44.3,474,38.6,500,36.8
Boston Day and Evening Academy,Boston Day & Evening Academy,Boston,2,9,441006,X,,,,,closed,#N/A,closed,348,356,26,414,26.4,421,26,404,23.1,404,23
Boston Green Academy,#N/A,Boston,2,10,4110305,,,,,,44.6,463,44.6,486,509,57.5,500,39,476,41.5,471,40.6,476,51.6
Boston International Newcomers Academy,Boston International High/Newcomers Academy,Boston,2,11,350507,X,,,,,50.2,471,50.2,421,398,54.1,429,52.9,369,50.3,366,49.5,378,45.1
Boston Latin Academy,#N/A,Boston,2,12,350545,X,,,,,87.5,1723,87.5,1685,1787,94,1773,95.4,1767,91.2,1781,87.9,1698,90.4
Boston Latin School,#N/A,Boston,2,13,350560,X,,,,,122.8,2422,122.8,2416,2483,126,2471,120.7,2440,120.9,2453,117.2,2403,118.8
Boston Teachers Union K-8 School,Boston Teachers Union K-8,Boston,2,14,350012,,,,,,20.6,166,20.6,166,157,20.2,148,23.4,159,22.2,177,22.2,178,22.5
Brighton High School,Brighton High,Boston,2,16,350505,X,,,,,47.3,520,47.3,360,402,49.8,535,41.2,586,48.8,682,57.2,811,66.5
Charles H. Taylor Elementary School,Taylor Elementary,Boston,2,101,350054,,,,,,34,162,34,109,111,37,160,41.5,199,40.4,167,41.1,142,36.7
Charles Sumner Elementary School,Sumner Elementary,Boston,2,100,350052,,,,,,41.5,182,41.5,127,145,42.3,156,44.1,163,36.6,154,38.5,125,37.4
Charlestown High School,Charlestown High,Boston,2,19,350515,X,,,,,84.3,736,84.3,821,785,95.1,856,83.1,881,80.9,920,88.6,910,86.1
Clap Elementary School,Clap Innovation School,Boston,2,21,350298,,,,,,15.1,41,15.1,47,47,13.4,34,12.7,39,13,35,12.1,44,9.9
Clarence R. Edwards Middle School,Edwards Middle,Boston,2,33,350430,,,,,,closed,#N/A,closed,closed,206,25.8,373,39.9,362,36.3,306,32.9,335,32.1
Community Academy,#N/A,Boston,2,22,350518,X,,,,,11.1,55,11.1,34,51,12.7,57,13.9,45,10.2,79,12.1,44,9.9
Community Academy of Science and Health,#N/A,Boston,2,23,350581,X,,,,,35.5,319,35.5,331,334,41.2,360,40.6,368,38.3,389,37.4,365,36
Curley K-8 School,Curley K-8,Boston,2,26,350020,,,,,,91.4,469,91.4,469,474,100.3,492,89.6,512,82.8,491,80,474,70
Curtis Guild Elementary School,Guild Elementary,Boston,2,45,350062,,,,,,29.4,86,29.4,90,101,29.3,82,26,89,25.6,99,25.3,106,23
Dante Alghieri Montessori School,Alighieri Montessori,Boston,2,2,350066,,,,,,11,29,11,26,28,10.3,22,12.2,19,10.9,12,9.8,15,8.2
David A. Ellis Elementary School,Ellis Elementary,Boston,2,35,350072,,,,,,36.1,103,36.1,103,113,37.6,114,34.8,102,33.3,100,33,104,29.7
Dennis Haley K-8 School,Haley,Boston,2,47,350077,,,,,,44.2,183,44.2,182,199,45.7,201,44.9,230,41.8,246,45.3,258,31.9
Donald McKay K-8 School,McKay K-8,Boston,2,73,350080,,,,,,64,408,64,418,452,70.1,488,65.4,493,60.1,449,52.4,428,44.2
Dorchester Academy,Dorchester Academy,Boston,,,350651,X,,,,,closed,#N/A,closed,closed,closed,closed,closed,closed,closed,closed,42,7.5,99,12.8
Dr. William W. Henderson K-12 Inclusion School,Henderson K-12,Boston,2,49,350266,X,,,,,19.5,0,19.5,0,0,21.8,0,23.1,0,34.1,0,22.5,0,10.4
Dudley Street Neighborhood Charter School,#N/A,Boston,2,30,4070405,,,,,,19.5,82,19.5,74,77,10.3,63,21,65,22,77,19,76,21
East Boston Early Education Center ,#N/A,Boston,2,119,350009,,,,,,16.5,0,16.5,0,0,19.3,0,17.4,0,14.8,0,13.7,0,13.6
East Boston High School,East Boston High,Boston,2,31,350530,X,,,,,91.2,1260,91.2,1111,1055,89.6,1084,88.9,1189,96.4,1344,100,1496,108.6
Edward Everett Elementary School,Everett Elementary,Boston,2,37,350088,,,,,,23,109,23,118,123,23,61,19,86,18,88,19.5,94,19.9
Edward M. Kennedy Academy for Health Careers,Kennedy Academy for Health Careers,Boston,2,58,4520505,X,,,,,34.2,364,34.2,395,385,36.3,388,36.8,383,39.7,380,35.3,359,28.7
Ellis Mendell School,Mendell Elementary,Boston,2,79,350100,,,,,,23.5,119,23.5,79,82,26.5,78,25.7,83,21.9,71,18.6,58,17.2
Ellison/Parks Early Education School,#N/A,Boston,2,120,350008,,,,,,20.3,0,20.3,0,0,21,0,23.1,0,18.8,0,16.1,0,12.9
English High School,English High,Boston,2,36,350535,X,,,,,52.2,642,52.2,525,518,58.1,566,57.6,521,48,539,49.9,553,48.7
Excel High School,Excel High,Boston,2,38,350522,X,,,,,42.6,434,42.6,439,471,49.9,488,46.7,518,45.8,491,42.9,525,43.2
F. Lyman Winship Elementary School,Winship Elementary,Boston,2,114,350374,,,,,,21,111,21,51,32,23,46,18.4,35,17.1,49,21.6,65,18.7
Fenway High School,Fenway High,Boston,2,39,350540,X,,,,,30.5,376,30.5,384,388,37.3,396,37,377,32,364,31.3,360,29
Franklin D. Roosevelt K-8 School,"Roosevelt (Lower School, grades K-1)",Boston,2,96,350116,,,,,,35.1,197,35.1,216,222,36.8,225,38,222,38.8,236,34.2,246,25
Gardner Pilot Academy,#N/A,Boston,2,41,350326,,,,,,32.8,210,32.8,200,199,31.6,202,34,195,35.1,205,34.6,212,28.1
George H. Conley Elementary School,Conley Elementary,Boston,2,25,350122,,,,,,20,59,20,86,96,22.8,80,23.1,67,24,76,18.5,55,17
Greater Egleston High School,Greater Egleston High,Boston,2,42,350543,X,,,,,10.1,90,10.1,83,114,10.7,100,13.4,95,10.9,105,13.6,225,10
Harvard/Kent Elementary School,Harvard/Kent Elementary,Boston,2,48,350200,,,,,,39.3,122,39.3,122,156,45.2,118,39.1,163,41.2,181,42,160,34.5
Haynes Early Education Center ,#N/A,Boston,2,121,350010,,,,,,18.5,0,18.5,0,0,16.5,0,16.9,0,14.6,0,17.5,0,16.8
Henry Dearborn STEM Academy,Dearborn Middle,Boston,2,27,350074,X,,,,,51.9,541,51.9,578,578,52.5,518,48.8,419,37.5,354,35.7,309,30.9
Henry Grew Elementary School,Grew Elementary,Boston,2,44,350135,,,,,,19,75,19,55,67,17.8,70,19,68,17.1,70,15.4,65,17.1
Higginson K0-2,Higginson Elementary K0-2,Boston,2,125,350015,,,,,,15.1,0,15.1,0,,,0,16.2,0,16.9,0,13.8,0,10.9
Higginson-Lewis School,Higginson/Lewis K-8,Boston,2,52,350377,,,,,,25.1,156,25.1,164,190,27.4,194,23.9,222,29,215,29,215,26.5
Horace Mann School for the Deaf and Hard of Hearing,#N/A,Boston,2,54,350750,X,,,,,37.2,46,37.2,54,50,35.5,57,36.1,64,37.6,56,35,62,33.9
Hugh R. O'Donnell Elementary School,O'Donnell Elementary,Boston,2,87,350141,,,,,,23,106,23,102,99,24.5,78,19.5,80,17.3,69,18.5,87,15.4
Jackson/Mann K-8 School,Jackson/Mann K-8,Boston,2,57,350013,,,,,,44,#N/A,44,206,235,53.3,269,48.6,306,48.6,318,57.2,375,56.6
James F. Condon K-8 School,Condon Elementary,Boston,2,24,350146,,,,,,63.5,363,63.5,390,419,64.2,450,65.8,486,63.4,511,61,438,55.8
James J. Chittick Elementary School,Chittick Elementary,Boston,2,20,350154,,,,,,29.4,63,29.4,63,71,34.2,75,28,71,23.9,93,24.1,75,18
James Otis Elementary School,Otis Elementary,Boston,2,90,350156,,,,,,32,132,32,130,136,36.6,96,32,106,26.9,113,29.5,108,26.6
James P. Timilty Middle School,Timilty Middle,Boston,2,103,350485,,,,,,25.5,#N/A,25.5,205,233,31.7,320,30.7,308,28.7,331,29.7,371,30.7
James W. Hennigan K-8 School,Hennigan Elementary,Boston,2,50,350153,,,,,,51.3,341,51.3,349,366,49.8,400,48.1,381,49,378,47.5,388,45.3
Jeremiah E. Burke High School,Burke High,Boston,2,17,350525,X,,,,,29.6,411,29.6,330,390,34.9,417,44,403,34.5,472,31.9,489,34.5
John D. O'Bryant School of Mathematics and Science,O'Bryant School of Mathematics and Science,Boston,2,86,350575,X,,,,,96.3,1567,96.3,1548,1624,110.2,1589,94.7,1535,88.5,1562,96.1,1437,88
John D. Philbrick Elementary School,Philbrick Elementary,Boston,2,93,350172,,,,,,13.3,43,13.3,28,33,14.9,56,14.1,67,10.4,40,9.7,44,12.1
John Eliot K-8 School,Eliot K-8,Boston,2,34,350096,,,,,,55.9,425,55.9,406,386,57.4,331,50.9,292,46.3,241,43.5,216,41.7
John F. Kennedy Elementary School,John F. Kennedy Elementary,Boston,2,59,350166,,,,,,26.1,134,26.1,104,115,27.1,124,26.8,111,26.1,110,26.7,120,18.9
John W. McCormack Middle School,McCormack Middle,Boston,2,72,350179,,,,,,closed,#N/A,closed,closed,250,26.5,317,32,365,31.7,371,35.4,444,40.7
John Winthrop Elementary School,Winthrop Elementary,Boston,2,115,350180,,,,,,24.8,80,24.8,56,56,27,59,28.1,81,27.7,95,23.9,92,19.9
Joseph Hurley K-8 School,Hurley K-8,Boston,2,55,350182,,,,,,23,145,23,145,152,22.5,147,20.9,146,19.6,140,24,142,20
Joseph Lee K-8 School,#N/A,Boston,2,64,350183,,,,,,59.3,262,59.3,280,320,65.9,355,61.2,368,59.8,371,53.3,356,48.2
Joseph P. Manning Elementary School,Manning Elementary,Boston,2,69,350184,,,,,,15,64,15,62,69,16.2,45,14.1,45,14.3,49,12.9,50,12.4
Joseph P. Tynan Elementary School,Tynan Elementary,Boston,2,106,350181,,,,,,26.9,66,26.9,70,77,28.1,59,25,61,21.5,72,25.1,71,23
Josiah Quincy Elementary School,Quincy Elementary,Boston,2,94,350286,,,,,,65.6,231,65.6,227,245,65.7,252,58,252,64,276,59,273,58.1
Josiah Quincy Upper School,Quincy Upper,Boston,2,95,350565,X,,,,,42,524,42,553,535,48.7,533,45.9,549,46.1,507,45.9,506,42.9
Joyce Kilmer K-8 School,Kilmer K-8,Boston,2,62,350190,,,,,,41.5,196,41.5,213,210,43,224,38.3,216,38.3,222,29.9,191,25.6
Lee Academy,Lee Elementary,Boston,2,0,350001,,,,,,15.5,0,15.5,0,0,19.2,0,15.1,0,16.2,0,17.9,0,15.1
Lilla G. Frederick Middle School,Frederick Middle,Boston,2,40,350383,,,,,,42.3,323,42.3,340,381,40.3,454,44.8,453,47.2,494,48,519,34.7
Ludwig van Beethoven Elementary School,Beethoven Elementary,Boston,2,5,350021,,,,,,22.2,0,22.2,0,0,24.5,0,25.3,0,25.7,0,22.4,0,22.2
Madison Park Technical Vocational High School,Madison Park Technical Vocational High,Boston,2,68,350537,X,,,,,121.3,1057,121.3,1160,1043,128.1,1021,114.5,887,97.8,859,100.3,841,97
Manassah E. Bradley Elementary School,Bradley Elementary,Boston,2,15,350215,,,,,,23.8,94,23.8,105,105,21.7,81,23.4,79,23,98,21.8,86,17.7
Margarita Muniz Academy,#N/A,Boston,2,83,350549,X,,,,,25.3,314,25.3,323,315,27.7,319,27,295,27.1,298,27.9,284,24.7
Mario Umana Academy,Umana Academy,Boston,2,107,350656,,,,,,60.9,318,60.9,417,500,64,620,71.7,648,73.5,690,74.4,618,61.7
"Martin Luther King, Jr. K-8 School",King K-8,Boston,2,63,350376,,,,,,52.9,135,52.9,242,231,55.7,239,45.4,214,43.7,192,35.6,183,33.5
Mary Lyon High School,Lyon High,Boston,2,67,350655,X,,,,,16.1,116,16.1,129,137,16.6,133,28.6,133,21.8,124,17.3,126,14.2
Mary Lyon K-8 School,Lyon K-8,Boston,2,66,350004,,,,,,19.1,78,19.1,85,76,17.4,76,18.9,78,16,77,18.9,83,14.5
Mather Elementary School,Mather Elementary,Boston,2,71,350227,,,,,,48.4,136,48.4,133,152,45.4,169,45.3,178,36.1,178,40.8,192,36.9
Mattahunt,,Boston,2,122,350226,,,,,,closed,#N/A,closed,closed,closed,closed,closed,closed,closed,closed,closed,closed,141,44.4
Mattahunt Elementary School,,Boston,,,350016,,,,,,45.8,133,45.8,100,40,43.2,0,44.8,0,31,0,24.6,0,0
Maurice Tobin K-8 School,Tobin K-8,Boston,2,104,350229,,,,,,35.5,247,35.5,233,229,35.8,222,34.9,215,37,187,33.3,202,34.4
Michael J. Perkins Elementary School,Perkins Elementary,Boston,2,91,350231,,,,,,19,57,19,79,78,18.4,52,12.9,67,11.9,93,15.1,89,12.9
Mildred Avenue K-8 School,Mildred Avenue,Boston,2,80,350378,,,,,,49.5,420,49.5,431,464,55.9,466,49.8,411,47.5,328,42.9,322,37
Mission Hill K-8 School,Mission Hill K-8,Boston,2,81,350382,,,,,,21.4,#N/A,21.4,103,107,24.5,95,19.7,98,17.1,106,18.5,98,17
Nathan Hale Elementary School,Hale Elementary,Boston,2,46,350243,,,,,,12.5,66,12.5,70,68,19,42,11.3,47,12,48,10.3,67,10.3
New Mission High School,New Mission High,Boston,2,85,350542,X,,,,,42.2,614,42.2,543,481,44.9,447,38.9,462,36.3,392,33.4,320,24.7
Oliver Hazard Perry K-8 School,Perry K-8,Boston,2,92,350255,,,,,,21,52,21,60,81,23.7,123,21.9,113,21,87,21.1,105,19
Oliver Wendell Holmes Elementary School,Holmes Elementary,Boston,2,53,350138,,,,,,26.6,108,26.6,72,81,31.9,84,28.2,107,34.8,106,27.5,103,24
Orchard Gardens K-8 School,Orchard Gardens K-8,Boston,2,89,350257,,,,,,62.7,412,62.7,425,452,74.1,476,74.5,488,71.8,473,68.2,467,58.4
Patrick Kennedy Elementary School,Patrick J. Kennedy Elementary,Boston,2,60,350264,,,,,,24.8,90,24.8,95,108,26.2,94,23,100,22.9,102,22.3,73,18.9
Patrick Lyndon K-8 School,Lyndon K-8,Boston,2,65,350262,,,,,,46.8,270,46.8,318,304,52.5,293,43.5,265,39.8,257,40.1,244,36.7
Paul A. Dever Elementary School,Dever Elementary,Boston,2,28,350268,,,,,,40,160,40,149,121,39.4,119,38.9,125,36.1,109,34.4,125,28.8
Pauline A. Shaw Elementary School,PA Shaw,Boston,2,98,350014,,,,,,15.3,24,15.3,0,0,15.5,0,14.9,0,14.8,0,17.9,0,14.4
Phineas Bates Elementary School,Bates Elementary,Boston,2,4,350278,,,,,,23.8,106,23.8,65,69,23.4,73,26.8,82,22.6,90,22.7,95,22.8
Rafael Hernandez K-8 School,Hernandez K-8,Boston,2,51,350691,,,,,,24.8,184,24.8,190,177,28.3,161,25.7,160,24.7,147,24.5,157,23.8
Richard J. Murphy K-8 School,Murphy K-8,Boston,2,84,350240,,,,,,62.5,492,62.5,532,556,70.1,563,65.5,563,65,589,60.9,580,57.3
Samuel Adams Elementary School,Adams Elementary,Boston,2,1,350302,,,,,,27.8,72,27.8,79,79,28.4,63,27.6,61,26.9,59,24.4,70,21
Samuel Mason Elementary School,Mason Elementary,Boston,2,70,350304,,,,,,22,56,22,54,64,28.3,55,28.1,66,19.7,69,18,60,16.9
Sarah Greenwood K-8 School,Sarah Greenwood K-8,Boston,2,43,350308,,,,,,36.5,154,36.5,168,183,35.6,179,31.8,162,30.6,172,30.2,183,29.7
Snowden International School at Copley,#N/A,Boston,2,99,350690,X,,,,,38.4,463,38.4,485,483,44,474,39,489,41.7,444,35.1,439,32
TechBoston Academy,#N/A,Boston,2,102,350657,X,,,,,79.8,871,79.8,888,901,95,891,90.9,917,85.9,917,93.6,972,85.9
Thomas Edison K-8 School,Edison K-8,Boston,2,32,350375,,,,,,52.8,335,52.8,260,278,57.3,323,59.2,341,55.4,348,54.3,400,53.3
Thomas J. Kenny Elementary School,Kenny Elementary,Boston,2,61,350328,,,,,,29.7,129,29.7,147,153,33.4,103,29.8,110,27.4,114,27,94,22
UP Academy Boston,#N/A,Boston,2,108,4800405,,,,,,31.5,213,31.5,317,349,35.3,421,40.5,517,44.5,502,42.5,472,38.6
UP Academy Dorchester,#N/A,Boston,2,109,35050405,,,,,,45.2,297,45.2,327,354,45.7,379,51.5,390,55,396,56.4,388,62.8
UP Academy Holland,#N/A,Boston,2,110,350167,,,,,,48,209,48,204,216,48.5,238,48.8,248,51.7,248,48,235,48.4
Urban Science Academy,#N/A,Boston,2,111,350579,X,,,,,closed,#N/A,closed,closed,closed,closed,39,11,328,64.9,392,40.1,432,44.1
Warren/Prescott K-8 School,Warren/Prescott K-8,Boston,2,112,350346,,,,,,44.9,215,44.9,224,236,48.1,255,45.1,255,39.7,263,37.8,259,36
Washington Irving Middle School,Irving Middle,Boston,2,56,350445,,,,,,21.4,#N/A,21.4,133,184,27.8,244,34.6,299,34,321,30.9,344,24.8
West Roxbury Academy,#N/A,Boston,2,113,350658,X,,,,,closed,#N/A,closed,closed,closed,closed,28,0.9,408,0,475,39.3,496,43.6
West Zone Early Learning Center ,#N/A,Boston,2,123,350006,,,,,,11.5,0,11.5,0,0,12,0,11.9,0,11.3,0,11.3,0,8
William E. Carter School,Carter Development Center,Boston,2,124,350036,,,,,,1,18,1,24,27,2,28,0.5,29,0.7,29,0.7,29,1
William E. Channing Elementary School,Channing Elementary,Boston,2,18,350360,,,,,,21.5,45,21.5,53,69,23.7,47,20,42,19.7,45,17,63,14.3
William E. Russell Elementary School,Russell Elementary,Boston,2,97,350366,,,,,,31,94,31,94,87,34.4,86,29.6,104,24.8,115,28.5,68,23.4
William McKinley School,McKinley Elementary,Boston,2,78,350363,X,,,,,57.3,143,57.3,212,252,58.5,295,49.5,303,51.5,329,51.2,314,48.6
William Monroe Trotter K-8 School,Trotter Elementary,Boston,2,105,350370,,,,,,31.6,118,31.6,166,165,31.8,187,38.5,214,35.7,225,34.5,211,30.6
William Ohrenberger School,Ohrenberger,Boston,2,88,350258,,,,,,44.5,387,44.5,420,452,44.8,509,45.9,539,43.8,531,48.1,511,40.9
Wolfgang A. Mozart Elementary School,Mozart Elementary,Boston,2,82,350237,,,,,,16,58,16,43,46,18.3,42,17.6,48,15.3,52,16,47,13.7
Young Achievers Science and Math K-8 School,Young Achievers Science & Math K-8,Boston,2,116,350380,,,,,,44.6,255,44.6,313,314,54.5,323,48.7,298,46,280,40.1,244,36.9
Abraham Lincoln Elementary School,#N/A,Lowell,3,52,1600020,,,,,,37,97,37,87,90,39,85,37,100,36,92,35,90,37
Adie Day School,#N/A,Lowell,3,51,1600605,X,,,,,12,44,12,35,32,11,22,11,18,10,5,8,0,0
Bailey Elementary School,#N/A,Lowell,3,1,1600002,,,,,,36,94,36,87,90,35,89,36,100,34,87,33,96,32.9
Bartlett Community Partnership School,#N/A,Lowell,3,26,1600090,,,,,,40.4,263,40.4,249,256,40.8,277,40.8,259,38,280,39.8,285,36.1
Butler Middle School,#N/A,Lowell,3,2,1600310,,,,,,41.2,514,41.2,515,550,42.4,571,41.2,567,41.7,534,43.4,545,42.9
Cardinal O'Connell Early Learning Center,#N/A,Lowell,3,3,1600001,,,,,,8,0,8,0,0,9,0,9,0,8.5,0,0,0,0
Daley Middle School,#N/A,Lowell,3,4,1600315,,,,,,46.6,674,46.6,649,691,50.2,697,47.2,695,46,700,46.6,696,47.6
Greenhalge Elementary School,#N/A,Lowell,3,5,1600015,,,,,,38,93,38,79,88,37,88,36,85,36,89,37,83,35
Laura Lee Therapeutic Day School,#N/A,Lowell,3,6,1600085,X,,,,,6.4,13,6.4,16,23,6.8,19,6.6,18,6.6,21,7.1,16,6.6
LeBlanc Therapeutic Day School,#N/A,Lowell,3,7,1600320,X,,,,,8.3,33,8.3,39,36,7.3,33,7.3,35,7.2,36,7.1,33,7.2
Lowell High School,#N/A,Lowell,3,8,1600505,X,,,,,219.2,3142,219.2,3056,3048,212.9,3011,209.5,3174,208.5,3154,213.9,3145,213
McAuliffe Elementary School,#N/A,Lowell,3,9,1600075,,,,,,37.1,97,37.1,77,91,37,98,36,97,34.3,88,35.7,98,34
McAvinnue Elementary School,#N/A,Lowell,3,10,1600010,,,,,,37,93,37,87,86,39,88,37,98,36,91,34,94,36
Moody Elementary School,#N/A,Lowell,3,11,1600027,,,,,,20,43,20,44,43,17.8,45,17.8,96,19.8,47,19.3,43,20
Morey Elementary School,#N/A,Lowell,3,12,1600030,,,,,,36,96,36,83,88,37,87,38,100,36.7,93,35.9,94,34
Murkland Elementary School,#N/A,Lowell,3,13,1600080,,,,,,36,96,36,88,87,35,81,36,101,37,96,37.8,93,36
Pawtucketville Memorial Elementary School,#N/A,Lowell,3,14,1600036,,,,,,34,98,34,87,91,34,92,36,106,35.3,101,36,92,34.9
Pyne Arts School,#N/A,Lowell,3,15,1600018,,,,,,39.1,285,39.1,245,264,38.2,281,37.3,274,37.1,268,36,266,36.1
Reilly Elementary School,#N/A,Lowell,3,16,1600040,,,,,,34,97,34,83,89,32.2,90,34.2,208,39.2,116,40.2,116,40.5
The BRIDGE Program at The Riverside School,#N/A,Lowell,3,17,1600920,,,,,,closed,#N/A,closed,closed,closed,closed,closed,closed,closed,closed,closed,closed,closed,closed
Robinson Middle School,#N/A,Lowell,3,18,1600330,,,,,,48,603,48,635,658,45.4,643,48.6,638,46.9,666,50.8,618,52.9
Shaughnessy Elementary School,#N/A,Lowell,3,19,1600050,,,,,,37,94,37,80,92,38,94,35,96,34,89,34,93,34.9
STEM Academy at the Rogers School,#N/A,Lowell,3,20,1600005,,,,,,57,519,57,525,510,59,492,54,384,48,256,44.9,149,36.9
Stoklosa Middle School,#N/A,Lowell,3,21,1600360,,,,,,52.2,633,52.2,646,656,53.6,682,51.6,675,51.2,684,48.9,673,49.8
Sullivan Middle School,#N/A,Lowell,3,22,1600340,,,,,,45.7,592,45.7,644,641,47,676,49.5,494,40.5,643,46.5,670,50.1
The Career Academy,#N/A,Lowell,3,23,1600515,X,,,,,9.8,88,9.8,97,94,9.9,91,10,118,10.2,113,9.4,119,9.7
Wang Middle School,#N/A,Lowell,3,24,1600345,,,,,,44,659,44,665,668,46,715,48.5,688,47.1,692,49.5,691,48.4
Washington Elementary School,#N/A,Lowell,3,25,1600055,,,,,,22,46,22,38,46,23,41,21,40,20,51,20.5,49,19.5
Brookside Elementary School,#N/A,Milford,7,3,1850065,,,,,,42.3,0,42.3,0,0,39.4,0,38,0,38.6,0,40.6,0,42.1
Memorial Elementary School,#N/A,Milford,7,4,1850010,,,,,,39.6,0,39.6,0,0,38.4,0,36.3,0,38.5,0,38.7,0,37.1
Milford High School,#N/A,Milford,7,2,1850505,X,,,,,98.3,1324,98.3,1278,1257,95.2,1266,96.5,1170,91.9,1152,87.1,1135,85.6
Shining Star Early Childhood Center,#N/A,Milford,7,5,1850075,,,,,,8.5,0,8.5,0,0,7.6,0,8.6,0,7.6,0,6.6,0,6.6
Stacy Middle School,#N/A,Milford,7,26,1850305,,,,,,79.7,1030,79.7,1008,1032,76.4,1019,79.1,1035,79.8,980,77.8,968,78.1
Woodland Elementary School,#N/A,Milford,7,1,1850090,,X,,,,85.9,626,85.9,649,656,81.2,677,79.1,665,78.7,641,79.9,664,79
Beachmont Elementary School,#N/A,Revere,4,1,2480013,,,,,,31.2,81,31.2,82,97,29,96,31.1,93,32.3,115,31.1,108,29
Garfield Elementary School,#N/A,Revere,4,2,2480056,,,,,,59.8,224,59.8,200,201,57.8,207,58.5,217,58.5,237,53.2,254,56.5
Garfield Middle School,#N/A,Revere,4,3,2480057,,,,,,45.5,546,45.5,536,568,44.9,597,43.6,559,43.5,538,44.5,541,43.5
Hill Elementary School,#N/A,Revere,4,4,2480035,,,,,,54.5,226,54.5,212,237,47.5,231,50,261,47.5,264,45.5,218,43.1
Lincoln Elementary School,#N/A,Revere,4,5,2480025,,,,,,48,183,48,176,175,39.1,168,46,194,45,225,42,207,42
Paul Revere Elementary School,#N/A,Revere,4,6,2480050,,,,,,40,143,40,155,159,41.5,153,37,160,37,166,36,161,35
Revere High School,#N/A,Revere,4,10,2480505,X,,,,,150.6,2069,150.6,1996,1978,135.6,2019,136.9,1978,133.4,1991,129.2,1837,124.1
Rumney Marsh Academy,#N/A,Revere,4,9,2480014,,,,,,54,568,54,568,600,50.5,620,49.7,611,49.5,597,48.2,593,47.5
Seacoast High School/City Lab,#N/A,Revere,4,11,2480520,X,,,,,12.7,95,12.7,70,81,12.8,65,12.7,90,12.2,82,13,121,13.2
Susan B. Anthony Middle School,#N/A,Revere,4,8,2480305,,,,,,51,557,51,564,575,49,621,51,593,47,570,46,557,45
Whelan Elementary School,#N/A,Revere,4,7,2480003,,,,,,54.5,280,54.5,287,256,53.5,238,53,258,51,265,50,250,51
Arthur D. Healey School,#N/A,Somerville,5,1,2740075,,,,,,41.8,252,41.8,236,235,42.8,236,44.3,226,38.5,233,44.1,224,41.8
Benjamin G. Brown School,#N/A,Somerville,5,2,2740015,,,,,,12.5,49,12.5,47,78,15.8,81,15.8,72,15.8,74,16.2,76,15.9
Dr. Albert F. Argenziano School at Lincoln Park,#N/A,Somerville,5,3,2740087,,,,,,44.6,258,44.6,251,290,45.7,290,48.7,290,44.7,252,44.2,254,44.4
East Somerville Community School,#N/A,Somerville,5,4,2740111,,,,,,52,402,52,394,392,54.2,414,57.1,386,56.2,382,54.3,368,54.8
John F. Kennedy Elementary School,John F. Kennedy Elementary,Somerville,5,6,2740083,,,,,,33.9,246,33.9,253,251,36.6,253,39.1,254,37.5,263,36.8,271,39
Michael E. Capuano Early Childhood Center,#N/A,Somerville,5,12,2740005,,,,,,22.2,0,22.2,0,0,23.3,0,23.8,0,23.1,0,21.8,0,26.9
Next Wave/Full Circle,Full Circle High School,Somerville,5,5,2740510,X,,,,,9.7,53,9.7,52,56,10.7,54,13.5,48,11.8,52,10.8,61,12.3
Somerville High School,#N/A,Somerville,5,8,2740505,X,,,,,119.8,1296,119.8,1304,1215,113.2,1228,121.1,1251,120.1,1215,124.7,1259,123.5
West Somerville Neighborhood School,#N/A,Somerville,5,9,2740115,,,,,,27.6,198,27.6,187,193,29.3,209,28.9,180,26.9,180,26.4,191,24.9
Winter Hill Community Innovation School,#N/A,Somerville,5,10,2740120,,,,,,41.5,240,41.5,242,230,46.7,272,46.1,267,40.4,280,43,274,40.5
Minot Forest Elementary School,#N/A,Wareham,8,2,310001799,,X,X,X,21-22,26.2,147,26.2,173,134,25.7,173,27.6,192,28.2,203,33.4,198,33.6
John William Decas Elementary School,#N/A,Wareham,8,1,3100003,,,,,21-22,49.5,#N/A,49.5,0,0,48.5,0,48.5,0,49,0,45.6,0,45.6
Wareham Elementary School,,Wareham,8,,3100017,,,,,,,#N/A,,,,,,,,,,,,
Wareham Cooperative Alternative School,#N/A,Wareham,8,8,3100315,X,,,,,3,33,3,38,33,2.6,44,2.8,58,2.8,63,3.1,61,2.3
Wareham High School,#N/A,Wareham,8,4,3100505,X,,,,,61.1,614,61.1,618,585,59.2,613,64.3,590,58,458,53.7,518,54.5
Wareham Middle School,#N/A,Wareham,8,3,3100305,,,,,,37.2,437,37.2,462,533,36,523,40.9,517,39.9,726,53.6,767,52.7
Ambrose Elementary School,#N/A,Winchester,6,1,3440045,,,,,,30.9,110,30.9,110,130,30.2,149,32.7,151,35.3,161,36.6,162,37.3
Lincoln Elementary School,#N/A,Winchester,6,2,3440005,,,,,,28.1,130,28.1,144,157,30.2,147,31.3,154,30.5,125,32.5,125,31.6
Lynch Elementary School,#N/A,Winchester,6,3,3440020,,,,,,43.6,155,43.6,168,158,43.2,137,46.4,150,48.5,166,47.6,148,44.3
McCall Middle School,#N/A,Winchester,6,6,3440305,,,,,,90.5,1037,90.5,1059,1084,85.3,1119,87.2,1104,81.9,1111,83.5,1133,82.7
Muraco Elementary School,#N/A,Winchester,6,4,3440040,,,,,,30,122,30,129,136,25.3,123,29.6,139,31.5,142,34.4,150,32.4
Vinson-Owen Elementary School,#N/A,Winchester,6,5,3440025,,,,,,33.9,148,33.9,124,136,36.3,154,34.3,160,34.1,165,35.1,156,33.4
Winchester High School,#N/A,Winchester,6,7,3440505,X,,,,,99,1383,99,1349,1403,98.2,1418,94.9,1359,93.5,1351,90.6,1268,90.2

1 Category School Name Alt School Name Category Description District Category Short Description Category ID District Code Subcategory School Code Subcategory ID DESE School ID Subcategory Description Reverse Scored HS? Measures Short Form Only (2020-21) Measure Description Short Form Only (2021-22) Measure ID Short Form Only (2022-23) Source HS only admin item? School Closed In Source Notes Total Teachers for Response Rate (2022-23) Show items in accordion? Total Students for Response Rate (2022-23) Active admin & survey items Total Teachers for Response Rate (2021-22) Question/item (23-24) Total Students for Response Rate (2021-22) Question/item (22-23) Total Students for Response Rate (2020-21) Question/item (21-22) Total Teachers for Response Rate (2020-21) Question/item (20-21) Total Students for Response Rate (2019-20) Original Item (19-20 surveys) Total Teachers for Response Rate (2019-20) Original Item (18-19 surveys) Total Students for Response Rate (2018-19) Original Item (17-18 surveys) Total Teachers for Response Rate (2018-19) Original Item (16-17 surveys) Total Students for Response Rate (2017-18) Survey Item ID Total Teachers for Response Rate (2017-18) Total Students for Response Rate (2016-17) Total Teachers for Response Rate (2016-17) 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 A. Irvin Studley Elementary School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 7 1A 160001 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications X 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. X 1A-i X Admin Data Constructed by MCIEA staff, based on research from Kraft and Papay 25.8 TRUE 77 TRUE 25.8 Percentage teachers with 3+ years of experience 77 Percentage teachers with 3+ years of experience 75 Percentage teachers with 5+ years of experience 26.9 Percentage teachers with 5+ years of experience 88 Percentage teachers with 5+ years of experience 29.5 Percentage teachers with 5+ years of experience 79 Percentage teachers with 5+ years of experience 29 Percentage teachers with 5+ years of experience 77 a-exp-i1 30.5 97 31.1 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
3 Teachers & Leadership Hill-Roberts Elementary School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 5 1A 160045 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications X 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. X 1A-i X Admin Data NCES, 2015-16 28.5 TRUE 84 TRUE 28.5 Percentage teachers National Board certified 83 Percentage teachers National Board certified 97 Percentage teachers National Board certified 28.1 Percentage teachers National Board certified 99 Percentage teachers National Board certified 29 Percentage teachers National Board certified 82 Percentage teachers National Board certified 29 Percentage teachers National Board certified 102 a-exp-i2 27.7 105 25.1 10 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
4 Teachers & Leadership Hyman Fine Elementary School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 6 1A 160040 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications X 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. X 1A-i X Admin Data Center for Education Data and Research 28.2 TRUE 91 TRUE 28.2 Percentage teachers teaching in area of licensure 100 Percentage teachers teaching in area of licensure 86 Percentage teachers teaching in area of licensure 31.5 Percentage teachers teaching in area of licensure 100 Percentage teachers teaching in area of licensure 29 Percentage teachers teaching in area of licensure 84 Percentage teachers teaching in area of licensure 28 Percentage teachers teaching in area of licensure 104 a-exp-i3 28 81 26.8 95 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
5 Teachers & Leadership Peter Thacher Elementary School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 8 1A 160050 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications X 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. X 1A-i X Teachers 34.7 TRUE 81 TRUE 34.7 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 86 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 94 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 34.6 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 83 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 36.4 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 79 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 36 Given your preparation for teaching how comfortable are you teaching at the grade-level you have been assigned? 85 t-prep-q1 34.5 86 31.3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
6 Teachers & Leadership Thomas Willett Elementary School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 9 1A 160035 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Professional Qualifications X 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. X 1A-i X Teachers 22.7 TRUE 81 TRUE 22.7 How prepared are you for teaching the topics that you are expected to teach in your assignment? 69 How prepared are you for teaching the topics that you are expected to teach in your assignment? 70 How prepared are you for teaching the topics that you are expected to teach in your assignment? 26.4 How prepared are you for teaching the topics that you are expected to teach in your assignment? 94 How prepared are you for teaching the topics that you are expected to teach in your assignment? 29.1 How prepared are you for teaching the topics that you are expected to teach in your assignment? 101 How prepared are you for teaching the topics that you are expected to teach in your assignment? 29 How prepared are you for teaching the topics that you are expected to teach in your assignment? 89 t-prep-q2 28.5 80 27.3 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
7 Teachers & Leadership Attleboro Community Academy Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 1A 160515 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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 Teachers 2.3 TRUE 56 TRUE 2.3 How confident are you in working with the student body at your school? 50 How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a How confident are you in working with the student body at your school? n/a t-prep-q3 n/a n/a n/a #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
8 Teachers & Leadership Attleboro High School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 1 1A 160505 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 115.5 TRUE 1830 TRUE 115.5 Overall, how much have you learned from your teacher? 1769 Overall, how much have you learned from your teacher? 1792 Overall, how much have you learned from your teacher? 114.7 Overall, how much have you learned from your teacher? 1770 Overall, how much have you learned from your teacher? 113.5 Overall, how much have you learned from your teacher? 1746 Overall, how much have you learned from your teacher? 114.2 Overall, how much have you learned from your teacher? 1703 s-peff-q1 107.8 1671 103.7 Q10 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
9 Teachers & Leadership Cyril K. Brennan Middle School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 2 1A 160315 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 39.9 TRUE 623 TRUE 39.9 For this class, how clearly does your teacher present the information that you need to learn? 605 For this class, how clearly does your teacher present the information that you need to learn? 620 For this class, how clearly does your teacher present the information that you need to learn? 41.3 For this class, how clearly does your teacher present the information that you need to learn? 621 For this class, how clearly does your teacher present the information that you need to learn? 38.9 For this class, how clearly does your teacher present the information that you need to learn? 594 For this class, how clearly does your teacher present the information that you need to learn? 35 For this class, how clearly does your teacher present the information that you need to learn? 582 s-peff-q2 33.8 552 31.5 Q11 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
10 Teachers & Leadership Robert J. Coelho Middle School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 3 1A 160305 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 36.3 TRUE 573 TRUE 36.3 When you need extra help, how good is your teacher at giving you that help? 602 When you need extra help, how good is your teacher at giving you that help? 633 When you need extra help, how good is your teacher at giving you that help? 38.8 When you need extra help, how good is your teacher at giving you that help? 655 When you need extra help, how good is your teacher at giving you that help? 35 When you need extra help, how good is your teacher at giving you that help? 651 When you need extra help, how good is your teacher at giving you that help? 34 When you need extra help, how good is your teacher at giving you that help? 664 s-peff-q3 38 663 38.4 Q12 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
11 Teachers & Leadership Wamsutta Middle School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Attleboro Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 Teachers & The Teaching Environment 4 1A 160320 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 37.2 TRUE 576 TRUE 37.2 How well can your teacher tell whether or not you understand a topic? 581 How well can your teacher tell whether or not you understand a topic? 578 How well can your teacher tell whether or not you understand a topic? 37 How well can your teacher tell whether or not you understand a topic? 563 How well can your teacher tell whether or not you understand a topic? 34.3 How well can your teacher tell whether or not you understand a topic? 578 How well can your teacher tell whether or not you understand a topic? 35.2 How well can your teacher tell whether or not you understand a topic? 576 s-peff-q4 33.2 579 33.1 Q14 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
12 Teachers & Leadership Another Course to College #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 3 1A 350541 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 24.8 TRUE 230 TRUE 24.8 How interesting does your teacher make the things you are learning? 231 How interesting does your teacher make the things you are learning? 236 How interesting does your teacher make the things you are learning? 25 How interesting does your teacher make the things you are learning? 232 How interesting does your teacher make the things you are learning? 17.9 How interesting does your teacher make the things you are learning? 224 How interesting does your teacher make the things you are learning? 20 How interesting does your teacher make the things you are learning? 224 s-peff-q5 22.1 223 20.1 Q15 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
13 Teachers & Leadership Baldwin Early Learning Pilot Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 117 1A 350003 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Students 14.5 TRUE 0 TRUE 14.5 How good is your teacher at helping you learn? 0 How good is your teacher at helping you learn? 0 How good is your teacher at helping you learn? 15 How good is your teacher at helping you learn? 0 How good is your teacher at helping you learn? 23.2 How good is your teacher at helping you learn? 0 How good is your teacher at helping you learn? 11.4 How good is your teacher at helping you learn? 0 s-peff-q6 14 0 11 X Q16 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
14 Teachers & Leadership Blackstone Innovation School Blackstone Elementary Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 6 1A 350390 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers 54.9 TRUE 205 TRUE 54.9 How confident are you in your ability to present material clearly? 131 How confident are you in your ability to present material clearly? 156 How confident are you in your ability to present material clearly? 55.7 How confident are you in your ability to present material clearly? 155 How confident are you in your ability to present material clearly? 53.2 How confident are you in your ability to present material clearly? 159 Not in the 17-18 Surveys 46 Not in the 16-17 Surveys 176 t-ieff-q1 47.9 165 45.4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
15 Teachers & Leadership Boston Adult Technical Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 118 1A 350548 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers 18.1 TRUE 121 TRUE 18.1 How confident are you in your ability to identify gaps in student understanding? 120 How confident are you in your ability to identify gaps in student understanding? 133 How confident are you in your ability to identify gaps in student understanding? 21.2 How confident are you in your ability to identify gaps in student understanding? 183 How confident are you in your ability to identify gaps in student understanding? 20.8 How confident are you in your ability to identify gaps in student understanding? 144 Not in the 17-18 Surveys 21.5 Not in the 16-17 Surveys 154 t-ieff-q2 21.4 197 19.1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
16 Teachers & Leadership Boston Arts Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 7 1A 350546 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers 46.2 TRUE 493 TRUE 46.2 How confident are you in your ability to provide extra help to students who need it? 490 How confident are you in your ability to provide extra help to students who need it? 482 How confident are you in your ability to provide extra help to students who need it? 53 How confident are you in your ability to provide extra help to students who need it? 477 How confident are you in your ability to provide extra help to students who need it? 49.9 How confident are you in your ability to provide extra help to students who need it? 469 Not in the 17-18 Surveys 45.2 Not in the 16-17 Surveys 469 t-ieff-q3 47.8 447 49.7 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
17 Teachers & Leadership Boston Collaborative High School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 29 1A 350755 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X Effective Practices Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 1A-ii Teachers 13.8 TRUE 178 TRUE 13.8 How confident are you in your ability to make material interesting for students? 98 How confident are you in your ability to make material interesting for students? 160 How confident are you in your ability to make material interesting for students? 15.3 How confident are you in your ability to make material interesting for students? 175 How confident are you in your ability to make material interesting for students? 9.1 How confident are you in your ability to make material interesting for students? 160 Not in the 17-18 Surveys 9 Not in the 16-17 Surveys 182 t-ieff-q4 7 193 0.9 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.7 4.71
18 Teachers & Leadership Boston Community Leadership Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 8 1A 350558 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Admin Data Constructed by MCIEA staff 65.9 TRUE 573 TRUE 65.9 Percent teacher returning (including retirement) 663 Percent teacher returning (including retirement) 478 Percent teacher returning (excluding retirement) 44.6 Percent teacher returning (excluding retirement) 506 Percent teacher returning (excluding retirement) 43.8 Percent teacher returning (excluding retirement) 487 Percent teacher returning (excluding retirement) 44.3 Percent teacher returning (excluding retirement) 474 a-pcom-i1 38.6 500 36.8 #N/A 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
19 Teachers & Leadership Boston Day and Evening Academy Boston Day & Evening Academy Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 9 1A 441006 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Admin Data Ed Week closed TRUE #N/A TRUE closed Percent teachers with 10+ days absent 348 Percent teachers with 10+ days absent 356 Percent teachers with 10+ days absent 26 Percent teachers with 10+ days absent 414 Percent teachers with 10+ days absent 26.4 Percent teachers with 10+ days absent 421 Percent teachers with 10+ days absent 26 Percent teachers with 10+ days absent 404 a-pcom-i2 23.1 404 23 #N/A 28 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
20 Teachers & Leadership Boston Green Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 10 1A 4110305 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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 Admin Data Benchmark is the % of teachers of color statewide in the 21-22 school year 44.6 TRUE 463 TRUE 44.6 % Teachers of Color 486 % Teachers of Color 509 57.5 500 39 476 41.5 471 a-pcom-i3 40.6 476 51.6 #N/A 12.8 percentage 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
21 Teachers & Leadership Boston International Newcomers Academy Boston International High/Newcomers Academy Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 11 1A 350507 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Teachers 50.2 TRUE 471 TRUE 50.2 How many teachers in this school feel responsible for helping each other do their best? 421 How many teachers in this school feel responsible for helping each other do their best? 398 How many teachers in this school feel responsible for helping each other do their best? 54.1 How many teachers in this school feel responsible for helping each other do their best? 429 How many teachers in this school feel responsible for helping each other do their best? 52.9 How many teachers in this school feel responsible for helping each other do their best? 369 How many teachers in this school feel responsible for helping each other do their best? 50.3 How many teachers in this school feel responsible for helping each other do their best? 366 t-pcom-q1 49.5 378 45.1 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
22 Teachers & Leadership Boston Latin Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 12 1A 350545 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Teachers 87.5 TRUE 1723 TRUE 87.5 How many teachers in this school take responsibility for improving the school? 1685 How many teachers in this school take responsibility for improving the school? 1787 How many teachers in this school take responsibility for improving the school? 94 How many teachers in this school take responsibility for improving the school? 1773 How many teachers in this school take responsibility for improving the school? 95.4 How many teachers in this school take responsibility for improving the school? 1767 How many teachers in this school take responsibility for improving the school? 91.2 How many teachers in this school take responsibility for improving the school? 1781 t-pcom-q2 87.9 1698 90.4 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
23 Teachers & Leadership Boston Latin School #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 13 1A 350560 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Teachers 122.8 TRUE 2422 TRUE 122.8 This year, how often have you had conversations with your colleagues about what helps students learn? 2416 This year, how often have you had conversations with your colleagues about what helps students learn? 2483 This year, how often have you had conversations with your colleagues about what helps students learn? 126 This year, how often have you had conversations with your colleagues about what helps students learn? 2471 This year, how often have you had conversations with your colleagues about what helps students learn? 120.7 This year, how often have you had conversations with your colleagues about what helps students learn? 2440 This year, how often have you had conversations with your colleagues about what helps students learn? 120.9 This year, how often have you had conversations with your colleagues about what helps students learn? 2453 t-pcom-q3 117.2 2403 118.8 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
24 Teachers & Leadership Boston Teachers Union K-8 School Boston Teachers Union K-8 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 14 1A 350012 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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 Teachers 20.6 TRUE 166 TRUE 20.6 As a faculty, how well do you do talking through views, opinions, and values? 166 As a faculty, how well do you do talking through views, opinions, and values? 157 As a faculty, how well do you do talking through views, opinions, and values? 20.2 As a faculty, how well do you do talking through views, opinions, and values? 148 As a faculty, how well do you do talking through views, opinions, and values? 23.4 As a faculty, how well do you do talking through views, opinions, and values? 159 As a faculty, how well do you do talking through views, opinions, and values? 22.2 As a faculty, how well do you do talking through views, opinions, and values? 177 t-pcom-q4 22.2 178 22.5 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
25 Teachers & Leadership Brighton High School Brighton High Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Teachers & The Teaching Environment 16 1A 350505 Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. X 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 Teachers 47.3 TRUE 520 TRUE 47.3 This year, how often have you had colleagues observe your classroom? 360 This year, how often have you had colleagues observe your classroom? 402 This year, how often have you had colleagues observe your classroom? 49.8 This year, how often have you had colleagues observe your classroom? 535 This year, how often have you had colleagues observe your classroom? 41.2 This year, how often have you had colleagues observe your classroom? 586 This year, how often have you had colleagues observe your classroom? 48.8 This year, how often have you had colleagues observe your classroom? 682 t-pcom-q5 57.2 811 66.5 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.7 4.71
26 Teachers & Leadership Charles H. Taylor Elementary School Taylor Elementary Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 101 1B 350054 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. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers 34 FALSE 162 TRUE 34 How effectively does your school leadership as a whole communicate a clear vision of teaching and learning? 109 How effectively does your principal communicate a clear vision of teaching and learning? 111 How effectively does your principal communicate a clear vision of teaching and learning? 37 How effectively does your principal communicate a clear vision of teaching and learning? 160 How effectively does your principal communicate a clear vision of teaching and learning? 41.5 How effectively does your principal communicate a clear vision of teaching and learning? 199 How effectively does your principal communicate a clear vision of teaching and learning? 40.4 How effectively does your principal communicate a clear vision of teaching and learning? 167 t-inle-q1 41.1 142 36.7 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
27 Teachers & Leadership Charles Sumner Elementary School Sumner Elementary Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 100 1B 350052 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. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers 41.5 FALSE 182 TRUE 41.5 How effectively do your school leaders press teachers to engage in good pedagogical practice? 127 How effectively does your principal press teachers to engage in good pedagogical practice? 145 How effectively does your principal press teachers to engage in good pedagogical practice? 42.3 How effectively does your principal press teachers to engage in good pedagogical practice? 156 How effectively does your principal press teachers to engage in good pedagogical practice? 44.1 How effectively does your principal press teachers to engage in good pedagogical practice? 163 How effectively does your principal press teachers to engage in good pedagogical practice? 36.6 How effectively does your principal press teachers to engage in good pedagogical practice? 154 t-inle-q2 38.5 125 37.4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
28 Teachers & Leadership Charlestown High School Charlestown High Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 19 1B 350515 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. X School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers 84.3 FALSE 736 TRUE 84.3 How much do your school leaders know about what’s going on in teachers’ classrooms? 821 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 785 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 95.1 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 856 How much does your principal know about what’s going on in teachers’ classrooms either in-person or online? 83.1 How much does your principal know about what’s going on in teachers’ classrooms ? 881 How much does your principal know about what’s going on in teachers’ classrooms ? 80.9 How much does your principal know about what’s going on in teachers’ classrooms ? 920 t-inle-q3 88.6 910 86.1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
29 Teachers & Leadership Clap Elementary School Clap Innovation School Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 21 1B 350298 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. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers 15.1 FALSE 41 TRUE 15.1 To what extent do you trust your school leaders at their word? 47 To what extent do you trust your principal at his or her word? 47 To what extent do you trust your principal at his or her word? 13.4 To what extent do you trust your principal at his or her word? 34 To what extent do you trust your principal at his or her word? 12.7 To what extent do you trust your principal at his or her word? 39 To what extent do you trust your principal at his or her word? 13 To what extent do you trust your principal at his or her word? 35 t-prtr-q1 12.1 44 9.9 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
30 Teachers & Leadership Clarence R. Edwards Middle School Edwards Middle Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 33 1B 350430 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. School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers closed FALSE #N/A TRUE closed At your school, how comfortable are you raising concerns with the leaders at your school? closed At your school, how comfortable are you raising concerns with the principal? 206 At your school, how comfortable are you raising concerns with the principal? 25.8 At your school, how comfortable are you raising concerns with the principal? 373 At your school, how comfortable are you raising concerns with the principal? 39.9 At your school, how comfortable are you raising concerns with the principal? 362 At your school, how comfortable are you raising concerns with the principal? 36.3 At your school, how comfortable are you raising concerns with the principal? 306 t-prtr-q2 32.9 335 32.1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
31 Teachers & Leadership Community Academy #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 22 1B 350518 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. X School Leadership Draws on anonymous teacher reports about the degree to which teachers believe their school leadership is strong and they trust people in leadership to make good school-wide decisions. 1B-i Teachers 11.1 FALSE 55 TRUE 11.1 How much do you trust school leaders to stand up for you in disagreements with parents? 34 How much do you trust your principal to stand up for you in disagreements with parents? 51 How much do you trust your principal to stand up for you in disagreements with parents? 12.7 How much do you trust your principal to stand up for you in disagreements with parents? 57 How much do you trust your principal to stand up for you in disagreements with parents? 13.9 How much do you trust your principal to stand up for you in disagreements with parents? 45 How much do you trust your principal to stand up for you in disagreements with parents? 10.2 How much do you trust your principal to stand up for you in disagreements with parents? 79 t-prtr-q3 12.1 44 9.9 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
32 Teachers & Leadership Community Academy of Science and Health #N/A Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 23 1B 350581 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. X Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 35.5 TRUE 319 TRUE 35.5 How often do teachers here work together to plan curriculum and instruction? 331 How often do teachers here work together to plan curriculum and instruction? 334 How often do teachers here work together to plan curriculum and instruction? 41.2 How often do teachers here work together to plan curriculum and instruction? 360 How often do teachers here work together to plan curriculum and instruction? 40.6 How often do teachers here work together to plan curriculum and instruction? 368 How often do teachers here work together to plan curriculum and instruction? 38.3 How often do teachers here work together to plan curriculum and instruction? 389 t-coll-q1 37.4 365 36 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
33 Teachers & Leadership Curley K-8 School Curley K-8 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 26 1B 350020 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 91.4 TRUE 469 TRUE 91.4 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 469 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 474 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 100.3 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 492 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 89.6 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 512 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 82.8 How hard do teachers here work to coordinate their teaching with instruction at other grade levels? 491 t-coll-q2 80 474 70 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
34 Teachers & Leadership Curtis Guild Elementary School Guild Elementary Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 45 1B 350062 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 29.4 TRUE 86 TRUE 29.4 How often do teachers here collaborate to make the school run effectively? 90 How often do teachers here collaborate to make the school run effectively? 101 How often do teachers here collaborate to make the school run effectively? 29.3 How often do teachers here collaborate to make the school run effectively? 82 How often do teachers here collaborate to make the school run effectively? 26 How often do teachers here collaborate to make the school run effectively? 89 How often do teachers here collaborate to make the school run effectively? 25.6 How often do teachers here collaborate to make the school run effectively? 99 t-coll-q3 25.3 106 23 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
35 Teachers & Leadership Dante Alghieri Montessori School Alighieri Montessori Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 2 1B 350066 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 11 TRUE 29 TRUE 11 To what extent has your school-based professional development been connected to the topics you teach? 26 To what extent has your professional development been connected to the topics you teach? 28 To what extent has your professional development been connected to the topics you teach? 10.3 To what extent has your professional development been connected to the topics you teach? 22 To what extent has your professional development been connected to the topics you teach? 12.2 To what extent has your professional development been connected to the topics you teach? 19 To what extent has your professional development been connected to the topics you teach? 10.9 To what extent has your professional development been connected to the topics you teach? 12 t-qupd-q1 9.8 15 8.2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
36 Teachers & Leadership David A. Ellis Elementary School Ellis Elementary Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 35 1B 350072 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 36.1 TRUE 103 TRUE 36.1 How much would you say that your school-based professional development has been sustained/consistent (rather than discontinuous)? 103 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 113 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 37.6 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 114 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 34.8 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 102 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 33.3 How much would you say that your professional development has been sustained/consistent (rather than discontinuous)? 100 t-qupd-q2 33 104 29.7 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
37 Teachers & Leadership Dennis Haley K-8 School Haley Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 47 1B 350077 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 44.2 TRUE 183 TRUE 44.2 To what extent has your school-based professional development included enough time to explore new ideas? 182 To what extent has your professional development included enough time to explore new ideas? 199 To what extent has your professional development included enough time to explore new ideas? 45.7 To what extent has your professional development included enough time to explore new ideas? 201 To what extent has your professional development included enough time to explore new ideas? 44.9 To what extent has your professional development included enough time to explore new ideas? 230 To what extent has your professional development included enough time to explore new ideas? 41.8 To what extent has your professional development included enough time to explore new ideas? 246 t-qupd-q3 45.3 258 31.9 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
38 Teachers & Leadership Donald McKay K-8 School McKay K-8 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Boston Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. 1 2 Leadership 73 1B 350080 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. Support For Teaching Development & Growth Draws on anonymous teacher reports on the quality of professional development. 1B-ii Teachers 64 TRUE 408 TRUE 64 Overall, how strong is your school's support for your professional growth? 418 Overall, how strong has support for your professional growth been? 452 Overall, how strong has support for your professional growth been? 70.1 Overall, how strong has support for your professional growth been? 488 Overall, how strong has support for your professional growth been? 65.4 Overall, how strong has support for your professional growth been? 493 Overall, how strong has support for your professional growth been? 60.1 Overall, how strong has support for your professional growth been? 449 t-qupd-q4 52.4 428 44.2 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
39 School Culture Dorchester Academy Dorchester Academy Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 2A 350651 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. X 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 Admin Data NCES closed TRUE #N/A TRUE closed Percent of students suspended closed Percent of students suspended closed Student to suspensions ratio closed Student to suspensions ratio closed Student to suspensions ratio closed Student to suspensions ratio closed Student to suspensions ratio closed Student to suspensions ratio 42 a-phys-i1 7.5 99 12.8 #N/A 5.27 percent 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
40 School Culture Dr. William W. Henderson K-12 Inclusion School Henderson K-12 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 49 2A 350266 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. X 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 Admin Data Only captured to calculate the ratio 19.5 TRUE 0 FALSE 19.5 0 0 Number of student suspensions 21.8 Number of student suspensions 0 Number of student suspensions 23.1 Number of student suspensions 0 Number of student suspensions 34.1 Number of student suspensions 0 a-phys-i2 22.5 0 10.4 #N/A n/a number 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
41 School Culture Dudley Street Neighborhood Charter School #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 30 2A 4070405 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. X 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 Admin Data only captured to calculate the chronic absence ratio 19.5 TRUE 82 TRUE 19.5 Percent of students suspended for 10+ days 74 Percent of students suspended for 10+ days 77 Number of students suspended for 10+ days 10.3 Number of students suspended for 10+ days 63 Number of students suspended for 10+ days 21 Number of students suspended for 10+ days 65 Number of students suspended for 10+ days 22 Number of students suspended for 10+ days 77 a-phys-i3 19 76 21 #N/A 1 percent 2.98 2.99 3.49 3.5 3.99 4 4.7 4.71
42 School Culture East Boston Early Education Center #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 119 2A 350009 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. X 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 Students 16.5 TRUE 0 TRUE 16.5 How often do you worry about violence at your school? 0 How often do you worry about violence at your school? 0 How often do you worry about violence at your school? 19.3 How often do you worry about violence at your school? 0 How often do you worry about violence at your school? 17.4 How often do you worry about violence at your school? 0 How often do you worry about violence at your school? 14.8 How often do you worry about violence at your school? 0 s-phys-q1 13.7 0 13.6 Q40 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
43 School Culture East Boston High School East Boston High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 31 2A 350530 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. X 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 Students 91.2 TRUE 1260 TRUE 91.2 How often do students get into physical fights at your school? 1111 How often do students get into physical fights at your school? 1055 How often do students get into physical fights at your school? 89.6 How often do students get into physical fights at your school? 1084 How often do students get into physical fights at your school? 88.9 How often do students get into physical fights at your school? 1189 How often do students get into physical fights at your school? 96.4 How often do students get into physical fights at your school? 1344 s-phys-q2 100 1496 108.6 Q41 . 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
44 School Culture Edward Everett Elementary School Everett Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 37 2A 350088 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. 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 Students 23 TRUE 109 TRUE 23 Overall, how physically safe do you feel at school? 118 Overall, how physically safe do you feel at school? 123 Overall, how physically safe do you feel at school? 23 Overall, how physically safe do you feel at school? 61 Overall, how physically safe do you feel at school? 19 Overall, how physically safe do you feel at school? 86 Overall, how safe do you feel at school? 18 Overall, how safe do you feel at school? 88 s-phys-q3 19.5 94 19.9 Q42 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
45 School Culture Edward M. Kennedy Academy for Health Careers Kennedy Academy for Health Careers Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 58 2A 4520505 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. X 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 Students 34.2 TRUE 364 TRUE 34.2 How often do you feel like you might be harmed by someone at school? 395 How often do you feel like you might be harmed by someone at school? 385 How often do you feel like you might be harmed by someone at school? 36.3 How often do you feel like you might be harmed by someone at school? 388 How often do you feel like you might be harmed by someone at school? 36.8 How often do you feel like you might be harmed by someone at school? 383 How often do you feel like you might be harmed by someone at school? 39.7 How often do you feel like you might be harmed by someone at school? 380 s-phys-q4 35.3 359 28.7 X Q43 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
46 School Culture Ellis Mendell School Mendell Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 79 2A 350100 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 23.5 TRUE 119 TRUE 23.5 How often are students unkind to each other at this school? 79 How often are students unkind to each other at this school? 82 How often are students unkind to each other at this school? 26.5 How often are students unkind to each other at this school? 78 How often are students unkind to each other at this school? 25.7 How often are students unkind to each other at this school? 83 How often are students unkind to each other at this school? 21.9 How worried are you that you will be bullied because of who you are? 71 s-emsa-q1 18.6 58 17.2 X Q7 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
47 School Culture Ellison/Parks Early Education School #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 120 2A 350008 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 20.3 TRUE 0 TRUE 20.3 How often are students at this school unkind to each other online? 0 How often are students at this school unkind to each other online? 0 How often are students at this school unkind to each other online? 21 How often are students at this school unkind to each other online? 0 How often are students at this school unkind to each other online? 23.1 How often are students at this school unkind to each other online? 0 How often are students at this school unkind to each other online? 18.8 How often do you think students at your school are bullied online? 0 s-emsa-q2 16.1 0 12.9 Q8 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
48 School Culture English High School English High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 36 2A 350535 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 52.2 TRUE 642 TRUE 52.2 How much bullying occurs at this school? 525 How much bullying occurs at this school? 518 How much bullying occurs at this school? 58.1 How much bullying occurs at this school? 566 How much bullying occurs at this school? 57.6 How much bullying occurs at this school? 521 How much bullying occurs at this school? 48 How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) 539 s-emsa-q3 49.9 553 48.7 Q9 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
49 School Culture Excel High School Excel High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 38 2A 350522 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers 42.6 TRUE 434 TRUE 42.6 How often are students bullied at school or online? 439 How often are students bullied at school or online? 471 How often are students bullied at school or online? 49.9 How often are students bullied at school or online? 488 How often are students bullied at school or online? 46.7 How often are students bullied at school? 518 How often are students bullied at school? 45.8 How often are students bullied at school? 491 t-pvic-q1 42.9 525 43.2 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
50 School Culture F. Lyman Winship Elementary School Winship Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 114 2A 350374 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers 21 TRUE 111 TRUE 21 How often are students bullied because of who they are? 51 How often are students bullied because of who they are? 32 How often are students bullied because of who they are? 23 How often are students bullied because of who they are? 46 How often are students bullied because of who they are? 18.4 How often are students bullied because of who they are? 35 How often are students bullied because of who they are? 17.1 How often are students bullied because of who they are? 49 t-pvic-q2 21.6 65 18.7 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
51 School Culture Fenway High School Fenway High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 39 2A 350540 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Teachers 30.5 TRUE 376 TRUE 30.5 Overall, how unkind are students to each other? 384 Overall, how unkind are students to each other? 388 Overall, how unkind are students to each other? 37.3 Overall, how unkind are students to each other? 396 Overall, how unkind are students to each other? 37 Overall, how unkind are students to each other? 377 Overall, how unkind are students to each other? 32 Overall, how unkind are students to each other? 364 t-pvic-q3 31.3 360 29 #N/A 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
52 School Culture Franklin D. Roosevelt K-8 School Roosevelt (Lower School, grades K-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. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 96 2A 350116 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 35.1 FALSE 197 TRUE 35.1 Some kids get picked on at my school. 216 Some kids get picked on at my school. 222 36.8 225 38 222 38.8 236 s-emsa-es1 34.2 246 25 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es1
53 School Culture Gardner Pilot Academy #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 41 2A 350326 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 32.8 FALSE 210 TRUE 32.8 At my school, I see kids acting in an unsafe or unkind way. 200 At my school, I see kids acting in an unsafe or unkind way. 199 31.6 202 34 195 35.1 205 s-emsa-es2 34.6 212 28.1 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es2
54 School Culture George H. Conley Elementary School Conley Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 25 2A 350122 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. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 20 FALSE 59 TRUE 20 At my school, I see many acts of kindness. 86 At my school, I see many acts of kindness. 96 22.8 80 23.1 67 24 76 s-emsa-es3 18.5 55 17 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es3
55 School Culture Greater Egleston High School Greater Egleston High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 42 2A 350543 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. X Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 10.1 FALSE 90 TRUE 10.1 No one has hurt my feelings using technology (on an ipad or phone). 83 No one has hurt my feelings using technology (on an ipad or phone). 114 10.7 100 13.4 95 10.9 105 s-emsa-es4 13.6 225 10 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es4
56 School Culture Harvard/Kent Elementary School Harvard/Kent Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Safety 48 2A 350200 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. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Students 39.3 FALSE 122 TRUE 39.3 At my school, it is okay to be different or unique. 122 At my school, it is okay to be different or unique. 156 45.2 118 39.1 163 41.2 181 s-emsa-es5 42 160 34.5 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51 s-emsa-es5
57 School Culture Haynes Early Education Center #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 121 2B 350010 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. 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 Students 18.5 FALSE 0 TRUE 18.5 I am happy when I am at school. 0 I am happy when I am at school. 0 16.5 0 16.9 0 14.6 0 s-sbel-es1 17.5 0 16.8 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
58 School Culture Henry Dearborn STEM Academy Dearborn Middle Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 27 2B 350074 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. X 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 Students 51.9 FALSE 541 TRUE 51.9 I am happy when I am in class. 578 I am happy when I am in class. 578 52.5 518 48.8 419 37.5 354 s-sbel-es10 35.7 309 30.9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
59 School Culture Henry Grew Elementary School Grew Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 44 2B 350135 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. 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 Students 19 FALSE 75 TRUE 19 My teacher gives all students help when they need it. 55 My teacher gives all students help when they need it. 67 17.8 70 19 68 17.1 70 s-sbel-es11 15.4 65 17.1 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
60 School Culture Higginson K0-2 Higginson Elementary K0-2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 125 2B 350015 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. 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 Students 15.1 FALSE 0 TRUE 15.1 I have friends in my classroom. 0 I have friends in my classroom. 0 16.2 0 16.9 0 s-sbel-es2 13.8 0 10.9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
61 School Culture Higginson-Lewis School Higginson/Lewis K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 52 2B 350377 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. 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 Students 25.1 FALSE 156 TRUE 25.1 I have friends at recess. 164 I have friends at recess. 190 27.4 194 23.9 222 29 215 s-sbel-es3 29 215 26.5 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
62 School Culture Horace Mann School for the Deaf and Hard of Hearing #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 54 2B 350750 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. X 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 Students 37.2 FALSE 46 TRUE 37.2 Grownups at this school like me for who I am. 54 Grownups at this school like me for who I am. 50 35.5 57 36.1 64 37.6 56 s-sbel-es4 35 62 33.9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
63 School Culture Hugh R. O'Donnell Elementary School O'Donnell Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 87 2B 350141 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. 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 Students 23 FALSE 106 TRUE 23 Students at this school like me for who I am 102 Students at this school like me for who I am 99 24.5 78 19.5 80 17.3 69 s-sbel-es5 18.5 87 15.4 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
64 School Culture Jackson/Mann K-8 School Jackson/Mann K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 57 2B 350013 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. 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 Students 44 FALSE #N/A TRUE 44 Grownups treat students with respect. 206 Grownups treat students with respect. 235 53.3 269 48.6 306 48.6 318 s-sbel-es6 57.2 375 56.6 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
65 School Culture James F. Condon K-8 School Condon Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 24 2B 350146 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. 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 Students 63.5 FALSE 363 TRUE 63.5 Students treat each other with respect. 390 Students treat each other with respect. 419 64.2 450 65.8 486 63.4 511 s-sbel-es7 61 438 55.8 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
66 School Culture James J. Chittick Elementary School Chittick Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 20 2B 350154 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. 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 Students 29.4 FALSE 63 TRUE 29.4 There are grownups at my school who care about me. 63 There are grownups at my school who care about me. 71 34.2 75 28 71 23.9 93 s-sbel-es8 24.1 75 18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
67 School Culture James Otis Elementary School Otis Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 90 2B 350156 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. 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 Students 32 FALSE 132 TRUE 32 My teacher gives me help when I need it. 130 My teacher gives me help when I need it. 136 36.6 96 32 106 26.9 113 s-sbel-es9 29.5 108 26.6 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
68 School Culture James P. Timilty Middle School Timilty Middle Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 103 2B 350485 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. 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 Students 25.5 TRUE #N/A TRUE 25.5 Overall, how much do you feel like you belong at your school? 205 Overall, how much do you feel like you belong at your school? 233 Overall, how much do you feel like you belong at your school? 31.7 Overall, how much do you feel like you belong at your school? 320 Overall, how much do you feel like you belong at your school? 30.7 Overall, how much do you feel like you belong at your school? 308 Overall, how much do you feel like you belong at your school? 28.7 Overall, how much do you feel like you belong at your school? 331 s-sbel-q1 29.7 371 30.7 Q44 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
69 School Culture James W. Hennigan K-8 School Hennigan Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 50 2B 350153 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. 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 Students 51.3 TRUE 341 TRUE 51.3 At your school, how accepted do you feel by the other students? 349 At your school, how accepted do you feel by the other students? 366 At your school, how accepted do you feel by the other students? 49.8 At your school, how accepted do you feel by the other students? 400 At your school, how accepted do you feel by the other students? 48.1 At your school, how accepted do you feel by the other students? 381 At your school, how accepted do you feel by the other students? 49 At your school, how accepted do you feel by the other students? 378 s-sbel-q2 47.5 388 45.3 X Q45 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
70 School Culture Jeremiah E. Burke High School Burke High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 17 2B 350525 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. X 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 Students 29.6 TRUE 411 TRUE 29.6 How well do people at your school understand you? 330 How well do people at your school understand you? 390 How well do people at your school understand you? 34.9 How well do people at your school understand you? 417 How well do people at your school understand you? 44 How well do people at your school understand you? 403 How well do people at your school understand you? 34.5 How well do people at your school understand you? 472 s-sbel-q3 31.9 489 34.5 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
71 School Culture John D. O'Bryant School of Mathematics and Science O'Bryant School of Mathematics and Science Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 86 2B 350575 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. X 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 Students 96.3 TRUE 1567 TRUE 96.3 How much respect do students in your school show you? 1548 How much respect do students in your school show you? 1624 How much respect do students in your school show you? 110.2 How much respect do students in your school show you? 1589 How much respect do students in your school show you? 94.7 How much respect do students in your school show you? 1535 How much respect do students in your school show you? 88.5 How much respect do students in your school show you? 1562 s-sbel-q4 96.1 1437 88 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
72 School Culture John D. Philbrick Elementary School Philbrick Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 93 2B 350172 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. 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 Students 13.3 TRUE 43 TRUE 13.3 How connected do you feel to the adults at your school? 28 How connected do you feel to the adults at your school? 33 How connected do you feel to the adults at your school? 14.9 How connected do you feel to the adults at your school? 56 How connected do you feel to the adults at your school? 14.1 How connected do you feel to the adults at your school? 67 How connected do you feel to the adults at your school? 10.4 How connected do you feel to the adults at your school? 40 s-sbel-q5 9.7 44 12.1 Q49 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
73 School Culture John Eliot K-8 School Eliot K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 34 2B 350096 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. 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 Teachers 55.9 TRUE 425 TRUE 55.9 How much do students at this school care about each other? 406 How much do students at this school care about each other? 386 How much do students at this school care about each other? 57.4 How much do students at this school care about each other? 331 How much do students at this school care about each other? 50.9 How much do students at this school care about each other? 292 How much do students at this school care about each other? 46.3 How much do students at this school care about each other? 241 t-psup-q1 43.5 216 41.7 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
74 School Culture John F. Kennedy Elementary School John F. Kennedy Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 59 2B 350166 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. 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 Teachers 26.1 TRUE 134 TRUE 26.1 How often do students at this school help each other learn? 104 How often do students at this school help each other learn? 115 How often do students at this school help each other learn? 27.1 How often do students at this school help each other learn? 124 How often do students at this school help each other learn? 26.8 How often do students at this school help each other learn? 111 How often do students at this school help each other learn? 26.1 How often do students at this school help each other learn? 110 t-psup-q2 26.7 120 18.9 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
75 School Culture John W. McCormack Middle School McCormack Middle Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 72 2B 350179 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. 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 Teachers closed TRUE #N/A TRUE closed How well do students at this school get along with each other? closed How well do students at this school get along with each other? 250 How well do students at this school get along with each other? 26.5 How well do students at this school get along with each other? 317 How well do students at this school get along with each other? 32 How well do students at this school get along with each other? 365 How well do students at this school get along with each other? 31.7 How well do students at this school get along with each other? 371 t-psup-q3 35.4 444 40.7 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
76 School Culture John Winthrop Elementary School Winthrop Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 115 2B 350180 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. 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 Teachers 24.8 TRUE 80 TRUE 24.8 At this school, how respectful are students to each other? 56 At this school, how respectful are students to each other? 56 At this school, how respectful are students to each other? 27 At this school, how respectful are students to each other? 59 At this school, how respectful are students to each other? 28.1 At this school, how respectful are students to each other? 81 At this school, how respectful are students to each other? 27.7 At this school, how respectful are students to each other? 95 t-psup-q4 23.9 92 19.9 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
77 School Culture Joseph Hurley K-8 School Hurley K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 55 2B 350182 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 23 TRUE 145 TRUE 23 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 145 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 152 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 22.5 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 147 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 20.9 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 146 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 19.6 When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? 140 s-tint-q1 24 142 20 X Q17 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
78 School Culture Joseph Lee K-8 School #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 64 2B 350183 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 59.3 TRUE 262 TRUE 59.3 How interested in your teacher in what you do outside of class? 280 How interested in your teacher in what you do outside of class? 320 How interested in your teacher in what you do outside of class? 65.9 How interested in your teacher in what you do outside of class? 355 How interested in your teacher in what you do outside of class? 61.2 How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) 368 How interested is your teacher in what you do outside of class? 59.8 How interested is your teacher in what you do outside of class? 371 s-tint-q2 53.3 356 48.2 Q18 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
79 School Culture Joseph P. Manning Elementary School Manning Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 69 2B 350184 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 15 TRUE 64 TRUE 15 If you walked into class upset, how concerned would your teacher be? 62 If you walked into class upset, how concerned would your teacher be? 69 If you walked into class upset, how concerned would your teacher be? 16.2 If you walked into class upset, how concerned would your teacher be? 45 If you walked into class upset, how concerned would your teacher be? 14.1 If you walked into class upset, how concerned would your teacher be? 45 If you walked into class upset, how concerned would your teacher be? 14.3 If you walked into class upset, how concerned would your teacher be? 49 s-tint-q3 12.9 50 12.4 Q19 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
80 School Culture Joseph P. Tynan Elementary School Tynan Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 106 2B 350181 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 26.9 TRUE 66 TRUE 26.9 If you came back to visit class three years from now, how excited would your teacher be to see you? 70 If you came back to visit class three years from now, how excited would your teacher be to see you? 77 If you came back to visit class three years from now, how excited would your teacher be to see you? 28.1 If you came back to visit class three years from now, how excited would your teacher be to see you? 59 If you came back to visit class three years from now, how excited would your teacher be to see you? 25 If you came back to visit class three years from now, how excited would your teacher be to see you? 61 If you came back to visit class three years from now, how excited would your teacher be to see you? 21.5 If you came back to visit class three years from now, how excited would your teacher be to see you? 72 s-tint-q4 25.1 71 23 Q20 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
81 School Culture Josiah Quincy Elementary School Quincy Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 94 2B 350286 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 65.6 TRUE 231 TRUE 65.6 If you had something on your mind, how carefully would your teacher listen to you? 227 If you had something on your mind, how carefully would your teacher listen to you? 245 If you had something on your mind, how carefully would your teacher listen to you? 65.7 If you had something on your mind, how carefully would your teacher listen to you? 252 If you had something on your mind, how carefully would your teacher listen to you? 58 If you had something on your mind, how carefully would your teacher listen to you? 252 If you had something on your mind, how carefully would your teacher listen to you? 64 If you had something on your mind, how carefully would your teacher listen to you? 276 s-tint-q5 59 273 58.1 Q21 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51
82 School Culture Josiah Quincy Upper School Quincy Upper Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 95 2B 350565 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. X Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 42 FALSE 524 TRUE 42 I share what I do outside of school with my teacher. 553 I share what I do outside of school with my teacher. 535 48.7 533 45.9 549 46.1 507 s-tint-es1 45.9 506 42.9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es1
83 School Culture Joyce Kilmer K-8 School Kilmer K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 62 2B 350190 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 41.5 FALSE 196 TRUE 41.5 My teacher asks what I like to do outside of school. 213 My teacher asks what I like to do outside of school. 210 43 224 38.3 216 38.3 222 s-tint-es2 29.9 191 25.6 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es2
84 School Culture Lee Academy Lee Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 0 2B 350001 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 15.5 FALSE 0 TRUE 15.5 My teacher cares about me when I am sick or upset. 0 My teacher cares about me when I am sick or upset. 0 19.2 0 15.1 0 16.2 0 s-tint-es3 17.9 0 15.1 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es3
85 School Culture Lilla G. Frederick Middle School Frederick Middle Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 40 2B 350383 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 42.3 FALSE 323 TRUE 42.3 My teacher listens to me when I talk to them. 340 My teacher listens to me when I talk to them. 381 40.3 454 44.8 453 47.2 494 s-tint-es4 48 519 34.7 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es4
86 School Culture Ludwig van Beethoven Elementary School Beethoven Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 5 2B 350021 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 22.2 FALSE 0 TRUE 22.2 My teacher helps me when I have a problem. 0 My teacher helps me when I have a problem. 0 24.5 0 25.3 0 25.7 0 s-tint-es5 22.4 0 22.2 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es5
87 School Culture Madison Park Technical Vocational High School Madison Park Technical Vocational High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 68 2B 350537 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. X Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 121.3 FALSE 1057 TRUE 121.3 My teachers help students when English is hard for them to speak or to understand. 1160 My teachers help students when English is hard for them to speak or to understand. 1043 128.1 1021 114.5 887 97.8 859 s-tint-es7 100.3 841 97 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es7
88 School Culture Manassah E. Bradley Elementary School Bradley Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Relationships 15 2B 350215 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. Student-Teacher Relationships Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-ii Students 23.8 FALSE 94 TRUE 23.8 My school is kind to students who come from another country or speak another language. 105 My school is kind to students who come from another country or speak another language. 105 21.7 81 23.4 79 23 98 s-tint-es8 21.8 86 17.7 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es8
89 School Culture Margarita Muniz Academy #N/A Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 83 2C 350549 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. X 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 Admin Data MA DESE, 2019-20 25.3 TRUE 314 TRUE 25.3 Chronic absence rate 323 Chronic absence rate 315 Chronic absence rate 27.7 Chronic absence rate 319 Chronic absence rate 27 Chronic absence rate 295 Chronic absence rate 27.1 Chronic absence rate 298 a-vale-i1 27.9 284 24.7 #N/A 10 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
90 School Culture Mario Umana Academy Umana Academy Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 107 2C 350656 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. 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 Admin Data Constructed by MCIEA staff 60.9 TRUE 318 TRUE 60.9 Average daily attendance 417 Average daily attendance 500 Average daily attendance 64 Average daily attendance 620 Average daily attendance 71.7 Average daily attendance 648 Average daily attendance 73.5 Average daily attendance 690 a-vale-i2 74.4 618 61.7 #N/A 90 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
91 School Culture Martin Luther King, Jr. K-8 School King K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 63 2C 350376 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. Valuing of Learning 2C-i Students 52.9 FALSE 135 TRUE 52.9 School is important to me. 242 School is important to me. 231 55.7 239 45.4 214 43.7 192 s-vale-es1 35.6 183 33.5 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
92 School Culture Mary Lyon High School Lyon High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 67 2C 350655 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. X Valuing of Learning 2C-i Students 16.1 FALSE 116 TRUE 16.1 School is important to my family. 129 School is important to my family. 137 16.6 133 28.6 133 21.8 124 s-vale-es2 17.3 126 14.2 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
93 School Culture Mary Lyon K-8 School Lyon K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 66 2C 350004 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. Valuing of Learning 2C-i Students 19.1 FALSE 78 TRUE 19.1 I enjoy learning new things at school. 85 I enjoy learning new things at school. 76 17.4 76 18.9 78 16 77 s-vale-es3 18.9 83 14.5 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
94 School Culture Mather Elementary School Mather Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 71 2C 350227 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. Valuing of Learning 2C-i Students 48.4 FALSE 136 TRUE 48.4 I am a reader. 133 I am a reader. 152 45.4 169 45.3 178 36.1 178 s-vale-es4 40.8 192 36.9 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
95 School Culture Mattahunt Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 122 2C 350226 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. Valuing of Learning 2C-i Students closed FALSE #N/A TRUE closed I am a mathematician. closed I am a mathematician. closed closed closed closed closed closed closed s-vale-es5 closed 141 44.4 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
96 School Culture Mattahunt Elementary School Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 2C 350016 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. Valuing of Learning 2C-i Students 45.8 FALSE 133 TRUE 45.8 I am a scientist. 100 I am a scientist. 40 43.2 0 44.8 0 31 0 s-vale-es6 24.6 0 0 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
97 School Culture Maurice Tobin K-8 School Tobin K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 104 2C 350229 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. Valuing of Learning 2C-i Students 35.5 FALSE 247 TRUE 35.5 I am a good citizen. 233 I am a good citizen. 229 35.8 222 34.9 215 37 187 s-vale-es7 33.3 202 34.4 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
98 School Culture Michael J. Perkins Elementary School Perkins Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 91 2C 350231 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. Valuing of Learning 2C-i Students 19 FALSE 57 TRUE 19 I wonder about things, am curious, and want to learn more. 79 I wonder about things, am curious, and want to learn more. 78 18.4 52 12.9 67 11.9 93 s-vale-es8 15.1 89 12.9 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
99 School Culture Mildred Avenue K-8 School Mildred Avenue Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 80 2C 350378 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. 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 Students 49.5 TRUE 420 TRUE 49.5 Overall, how important is school to you? 431 Overall, how important is school to you? 464 Overall, how important is school to you? 55.9 Overall, how important is school to you? 466 Overall, how important is school to you? 49.8 Overall, how important is school to you? 411 Overall, how important is school to you? 47.5 Overall, how important is school to you? 328 s-vale-q1 42.9 322 37 Q50 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
100 School Culture Mission Hill K-8 School Mission Hill K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 81 2C 350382 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. 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 Students 21.4 TRUE #N/A TRUE 21.4 How curious are you to learn more about things you talked about in school? 103 How curious are you to learn more about things you talked about in school? 107 How curious are you to learn more about things you talked about in school? 24.5 How curious are you to learn more about things you talked about in school? 95 How curious are you to learn more about things you talked about in school? 19.7 How curious are you to learn more about things you talked about in school? 98 How curious are you to learn more about things you talked about in school? 17.1 How curious are you to learn more about things you talked about in school? 106 s-vale-q2 18.5 98 17 Q53 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
101 School Culture Nathan Hale Elementary School Hale Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 46 2C 350243 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. 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 Students 12.5 TRUE 66 TRUE 12.5 How much do you enjoy learning in school? 70 How much do you enjoy learning in school? 68 How much do you enjoy learning in school? 19 How much do you enjoy learning in school? 42 How much do you enjoy learning in school? 11.3 How much do you enjoy learning in school? 47 How much do you enjoy learning in school? 12 How much do you enjoy learning in school? 48 s-vale-q3 10.3 67 10.3 X Q54 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
102 School Culture New Mission High School New Mission High Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 85 2C 350542 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. X 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 Students 42.2 TRUE 614 TRUE 42.2 How much do you see yourself as a learner? 543 How much do you see yourself as a learner? 481 How much do you see yourself as a learner? 44.9 How much do you see yourself as a learner? 447 How much do you see yourself as a learner? 38.9 How much do you see yourself as a learner? 462 How much do you see yourself as a learner? 36.3 How much do you see yourself as a learner? 392 s-vale-q4 33.4 320 24.7 Q55 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
103 School Culture Oliver Hazard Perry K-8 School Perry K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 92 2C 350255 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. Academic Challenge 2C-ii Students 21 FALSE 52 TRUE 21 My teachers encourage me to do my best. 60 My teachers encourage me to do my best. 81 23.7 123 21.9 113 21 87 s-acpr-es1 21.1 105 19 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
104 School Culture Oliver Wendell Holmes Elementary School Holmes Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 53 2C 350138 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. Academic Challenge 2C-ii Students 26.6 FALSE 108 TRUE 26.6 My teachers ask me to explain my thinking. 72 My teachers ask me to explain my thinking. 81 31.9 84 28.2 107 34.8 106 s-acpr-es2 27.5 103 24 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
105 School Culture Orchard Gardens K-8 School Orchard Gardens K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 89 2C 350257 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. Academic Challenge 2C-ii Students 62.7 FALSE 412 TRUE 62.7 My teachers keep helping me until I understand. 425 My teachers keep helping me until I understand. 452 74.1 476 74.5 488 71.8 473 s-acpr-es3 68.2 467 58.4 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
106 School Culture Patrick Kennedy Elementary School Patrick J. Kennedy Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 60 2C 350264 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. Academic Challenge 2C-ii Students 24.8 FALSE 90 TRUE 24.8 I get help whenever I feel like I can't do it. 95 I get help whenever I feel like I can't do it. 108 26.2 94 23 100 22.9 102 s-acpr-es4 22.3 73 18.9 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
107 School Culture Patrick Lyndon K-8 School Lyndon K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 65 2C 350262 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. 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 Students 46.8 TRUE 270 TRUE 46.8 How much does your teacher encourage you to do your best? 318 How much does your teacher encourage you to do your best? 304 How much does your teacher encourage you to do your best? 52.5 How much does your teacher encourage you to do your best? 293 How much does your teacher encourage you to do your best? 43.5 How much does your teacher encourage you to do your best? 265 How much does your teacher encourage you to do your best? 39.8 How much does your teacher encourage you to do your best? 257 s-acpr-q1 40.1 244 36.7 X Q22 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
108 School Culture Paul A. Dever Elementary School Dever Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 28 2C 350268 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. 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 Students 40 TRUE 160 TRUE 40 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 149 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 121 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 39.4 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 119 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 38.9 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 125 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 36.1 When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? 109 s-acpr-q2 34.4 125 28.8 Q23 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
109 School Culture Pauline A. Shaw Elementary School PA Shaw Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 98 2C 350014 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. 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 Students 15.3 TRUE 24 TRUE 15.3 How often does your teacher ask you to explain your answers? 0 How often does your teacher ask you to explain your answers? 0 How often does your teacher ask you to explain your answers? 15.5 How often does your teacher ask you to explain your answers? 0 How often does your teacher ask you to explain your answers? 14.9 How often does your teacher ask you to explain your answers? 0 How often does your teacher ask you to explain your answers? 14.8 How often does your teacher ask you to explain your answers? 0 s-acpr-q3 17.9 0 14.4 Q24 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
110 School Culture Phineas Bates Elementary School Bates Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 4 2C 350278 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. 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 Students 23.8 TRUE 106 TRUE 23.8 How often does your teacher take time to make sure you understand the material? 65 How often does your teacher take time to make sure you understand the material? 69 How often does your teacher take time to make sure you understand the material? 23.4 How often does your teacher take time to make sure you understand the material? 73 How often does your teacher take time to make sure you understand the material? 26.8 How often does your teacher take time to make sure you understand the material? 82 How often does your teacher take time to make sure you understand the material? 22.6 How often does your teacher take time to make sure you understand the material? 90 s-acpr-q4 22.7 95 22.8 Q26 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
111 School Culture Rafael Hernandez K-8 School Hernandez K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 51 2C 350691 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. 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 Teachers 24.8 TRUE 184 TRUE 24.8 How well does your school foster academic challenge for all students? 190 How well does your school foster academic challenge for all students? 177 How well does your school foster academic challenge for all students? 28.3 How well does your school foster academic challenge for all students? 161 How well does your school foster academic challenge for all students? 25.7 How well does your school foster academic challenge for all students? 160 How well does your school foster academic challenge for all students? 24.7 Not in the 16-17 Surveys 147 t-acch-q1 24.5 157 23.8 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
112 School Culture Richard J. Murphy K-8 School Murphy K-8 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 84 2C 350240 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. 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 Teachers 62.5 TRUE 492 TRUE 62.5 How effectively does your school challenge students who are struggling academically? 532 How effectively does your school challenge students who are struggling academically? 556 How effectively does your school challenge students who are struggling academically? 70.1 How effectively does your school challenge students who are struggling academically? 563 How effectively does your school challenge students who are struggling academically? 65.5 How effectively does your school challenge students who are struggling academically? 563 How effectively does your school challenge students who are struggling academically? 65 Not in the 16-17 Surveys 589 t-acch-q2 60.9 580 57.3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
113 School Culture Samuel Adams Elementary School Adams Elementary Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Boston Measures the degree to which the school environment is safe, caring, and academically-oriented. 2 Academic Orientation 1 2C 350302 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. 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 Teachers 27.8 TRUE 72 TRUE 27.8 How effectively does your school challenge students who are thriving academically? 79 How effectively does your school challenge students who are thriving academically? 79 How effectively does your school challenge students who are thriving academically? 28.4 How effectively does your school challenge students who are thriving academically? 63 How effectively does your school challenge students who are thriving academically? 27.6 How effectively does your school challenge students who are thriving academically? 61 How effectively does your school challenge students who are thriving academically? 26.9 Not in the 16-17 Surveys 59 t-acch-q3 24.4 70 21 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
114 Resources Samuel Mason Elementary School Mason Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 70 3A 350304 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Admin Data Constructed by MCIEA staff 22 TRUE 56 TRUE 22 Average class size 54 Average class size 64 Average class size 28.3 Average class size 55 Average class size 28.1 Average class size 66 Average class size 19.7 Average class size 69 a-reso-i1 18 60 16.9 #N/A 20 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
115 Resources Sarah Greenwood K-8 School Sarah Greenwood K-8 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 43 3A 350308 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 36.5 TRUE 154 TRUE 36.5 How adequate is your access to the materials you need to effectively teach? 168 How adequate is your access to the materials you need to effectively teach? 183 How adequate is your access to the materials you need to effectively teach? 35.6 How adequate is your access to the materials you need to effectively teach? 179 How adequate is your access to the materials you need to effectively teach? 31.8 How adequate is your access to the materials you need to effectively teach? 162 How adequate is your access to the materials you need to effectively teach? 30.6 How adequate is your access to the materials you need to effectively teach? 172 t-reso-q1 30.2 183 29.7 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
116 Resources Snowden International School at Copley #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 99 3A 350690 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Teachers 38.4 TRUE 463 TRUE 38.4 How adequate is your access to the technology you need to effectively teach? 485 How adequate is your access to the technology you need to effectively teach? 483 How adequate is your access to the technology you need to effectively teach? 44 How adequate is your access to the technology you need to effectively teach? 474 How adequate is your access to the technology you need to effectively teach? 39 How adequate is your access to the technology you need to effectively teach? 489 How adequate is your access to the technology you need to effectively teach? 41.7 How adequate is your access to the technology you need to effectively teach? 444 t-reso-q2 35.1 439 32 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
117 Resources TechBoston Academy #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 102 3A 350657 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Teachers 79.8 TRUE 871 TRUE 79.8 How adequate is the support you receive for using technology? 888 How adequate is the support you receive for using technology? 901 How adequate is the support you receive for using technology? 95 How adequate is the support you receive for using technology? 891 How adequate is the support you receive for using technology? 90.9 How adequate is the support you receive for using technology? 917 How adequate is the support you receive for using technology? 85.9 How adequate is the support you receive for using technology? 917 t-reso-q3 93.6 972 85.9 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
118 Resources Thomas Edison K-8 School Edison K-8 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 32 3A 350375 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 52.8 TRUE 335 TRUE 52.8 How sufficient is the physical space for in-school activities? 260 How sufficient is the physical space for in-school activities during the pandemic? 278 How sufficient is the physical space for in-school activities during the pandemic? 57.3 How sufficient is the physical space for in-school activities during the pandemic? 323 How sufficient is the physical space for in-school activities during the pandemic? 59.2 How sufficient is the physical space for school activities? 341 How sufficient is the physical space for school activities? 55.4 How sufficient is the physical space for school activities? 348 t-reso-q4 54.3 400 53.3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
119 Resources Thomas J. Kenny Elementary School Kenny Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 61 3A 350328 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 29.7 TRUE 129 TRUE 29.7 How well-maintained are school facilities? 147 How well-maintained are school facilities during the pandemic? 153 How well-maintained are school facilities during the pandemic? 33.4 How well-maintained are school facilities during the pandemic? 103 How well-maintained are school facilities during the pandemic? 29.8 How well-maintained are school facilities? 110 How well-maintained are school facilities? 27.4 How well-maintained are school facilities? 114 t-reso-q5 27 94 22 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
120 Resources UP Academy Boston #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 108 3A 4800405 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Admin Data American School Counselor Association (2005) 31.5 TRUE 213 TRUE 31.5 Student to guidance counselor ratio (HS only) 317 Student to guidance counselor ratio (HS only) 349 Student to guidance counselor ratio 35.3 Student to guidance counselor ratio 421 Student to guidance counselor ratio 40.5 Student to guidance counselor ratio 517 Student to guidance counselor ratio 44.5 Student to guidance counselor ratio 502 a-sust-i1 42.5 472 38.6 #N/A 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
121 Resources UP Academy Dorchester #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 109 3A 35050405 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Admin Data American School Counselor Association (2005) 45.2 TRUE 297 TRUE 45.2 Student to mental health counselor ratio 327 Student to mental health counselor ratio 354 Student to mental health counselor ratio 45.7 Student to mental health counselor ratio 379 Student to mental health counselor ratio 51.5 Student to mental health counselor ratio 390 Student to mental health counselor ratio 55 Student to mental health counselor ratio 396 a-sust-i2 56.4 388 62.8 #N/A 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
122 Resources UP Academy Holland #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 110 3A 350167 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Admin Data NCES, 2007-08 48 TRUE 209 TRUE 48 Student to instructional support staff ratio 204 Student to instructional support staff ratio 216 Student to instructional support staff ratio 48.5 Student to instructional support staff ratio 238 Student to instructional support staff ratio 48.8 Student to instructional support staff ratio 248 Student to instructional support staff ratio 51.7 Student to instructional support staff ratio 248 a-sust-i3 48 235 48.4 #N/A 43.4 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
123 Resources Urban Science Academy #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 111 3A 350579 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Admin Data Constructed by MCIEA staff closed TRUE #N/A TRUE closed Student to art teacher ratio closed Student to art teacher ratio closed Student to art teacher ratio closed Student to art teacher ratio 39 Student to art teacher ratio 11 Student to art teacher ratio 328 Student to art teacher ratio 64.9 Student to art teacher ratio 392 a-sust-i4 40.1 432 44.1 #N/A 500 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
124 Resources Warren/Prescott K-8 School Warren/Prescott K-8 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 112 3A 350346 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Students 44.9 TRUE 215 TRUE 44.9 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? 224 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? 236 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? 48.1 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? 255 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? 45.1 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? 255 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? 39.7 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? 263 s-sust-q1 37.8 259 36 X Q56 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
125 Resources Washington Irving Middle School Irving Middle Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 56 3A 350445 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Students 21.4 TRUE #N/A TRUE 21.4 When you need help learning something, is there an adult at school other than your teacher who can work with you? 133 When you need help learning something, is there an adult at school other than your teacher who can work with you? 184 When you need help learning something, is there an adult at school other than your teacher who can work with you? 27.8 When you need help learning something, is there an adult at school other than your teacher who can work with you? 244 When you need help learning something, is there an adult at school other than your teacher who can work with you? 34.6 When you need help learning something, is there an adult at school other than your teacher who can work with you? 299 When you need help learning something, is there an adult at school other than your teacher who can work with you? 34 When you need help learning something, is there an adult at school other than your teacher who can work with you? 321 s-sust-q2 30.9 344 24.8 Q57 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
126 Resources West Roxbury Academy #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 113 3A 350658 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. X 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 Teachers closed TRUE #N/A TRUE closed Overall, how effective is the support students receive from non-teaching staff? closed Overall, how effective is the support students receive from non-teaching staff? closed Overall, how effective is the support students receive from non-teaching staff? closed Overall, how effective is the support students receive from non-teaching staff? 28 Overall, how effective is the support students receive from non-teaching staff? 0.9 Overall, how effective is the support students receive from non-teaching staff? 408 Overall, how effective is the support students receive from non-teaching staff? 0 Overall, how effective is the support students receive from non-teaching staff? 475 t-sust-q1 39.3 496 43.6 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
127 Resources West Zone Early Learning Center #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 123 3A 350006 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 11.5 TRUE 0 TRUE 11.5 How adequate is the number of non-teaching support staff? 0 How adequate is the number of non-teaching support staff? 0 How adequate is the number of non-teaching support staff? 12 How adequate is the number of non-teaching support staff? 0 How adequate is the number of non-teaching support staff? 11.9 How adequate is the number of non-teaching support staff? 0 How adequate is the number of non-teaching support staff? 11.3 How adequate is the number of non-teaching support staff? 0 t-sust-q2 11.3 0 8 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
128 Resources William E. Carter School Carter Development Center Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 124 3A 350036 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 1 TRUE 18 TRUE 1 How often are non-teaching support staff available for students with non-academic issues? 24 How often are non-teaching support staff available either online or in person for students with non-academic issues? 27 How often are non-teaching support staff available either online or in person for students with non-academic issues? 2 How often are non-teaching support staff available either online or in person for students with non-academic issues? 28 How often are non-teaching support staff available either online or in person for students with non-academic issues? 0.5 How often are non-teaching support staff available for students with non-academic issues? 29 How often are non-teaching support staff available for students with non-academic issues? 0.7 How often are non-teaching support staff available for students with non-academic issues? 29 t-sust-q3 0.7 29 1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
129 Resources William E. Channing Elementary School Channing Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Facilities & Personnel 18 3A 350360 Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. 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 Teachers 21.5 TRUE 45 TRUE 21.5 How often are non-teaching support staff available for students who are struggling academically? 53 How often are non-teaching support staff available either online or in person for students who are struggling academically? 69 How often are non-teaching support staff available either online or in person for students who are struggling academically? 23.7 How often are non-teaching support staff available either online or in person for students who are struggling academically? 47 How often are non-teaching support staff available either online or in person for students who are struggling academically? 20 How often are non-teaching support staff available for students who are struggling academically? 42 How often are non-teaching support staff available for students who are struggling academically? 19.7 How often are non-teaching support staff available for students who are struggling academically? 45 t-sust-q4 17 63 14.3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
130 Resources William E. Russell Elementary School Russell Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 97 3B 350366 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Admin Data X Constructed by MCIEA staff 31 TRUE 94 TRUE 31 Percent graduates completing MassCORE (HS only) 94 Percent graduates completing MassCORE (HS only) 87 Percent graduates completing MassCORE (HS only) 34.4 Percent graduates completing MassCORE (HS only) 86 Percent graduates completing MassCORE (HS only) 29.6 Percent graduates completing MassCORE (HS only) 104 Percent graduates completing MassCORE (HS only) 24.8 Percent graduates completing MassCORE (HS only) 115 a-curv-i1 28.5 68 23.4 #N/A 90 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
131 Resources William McKinley School McKinley Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 78 3B 350363 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Admin Data X Constructed by MCIEA staff 57.3 TRUE 143 TRUE 57.3 Percent juniors and seniors enrolled in one AP (HS only) 212 Percent juniors and seniors enrolled in one AP (HS only) 252 Percent juniors and seniors enrolled in one AP (HS only) 58.5 Percent juniors and seniors enrolled in one AP (HS only) 295 Percent juniors and seniors enrolled in one AP (HS only) 49.5 Percent juniors and seniors enrolled in one AP (HS only) 303 Percent juniors and seniors enrolled in one AP (HS only) 51.5 Percent juniors and seniors enrolled in one AP (HS only) 329 a-curv-i2 51.2 314 48.6 #N/A 30 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
132 Resources William Monroe Trotter K-8 School Trotter Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 105 3B 350370 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Admin Data X Constructed by MCIEA staff 31.6 TRUE 118 TRUE 31.6 Percent AP test takers scoring 3 or higher (HS only) 166 Percent AP test takers scoring 3 or higher (HS only) 165 Percent AP test takers scoring 3 or higher (HS only) 31.8 Percent AP test takers scoring 3 or higher (HS only) 187 Percent AP test takers scoring 3 or higher (HS only) 38.5 Percent AP test takers scoring 3 or higher (HS only) 214 Percent AP test takers scoring 3 or higher (HS only) 35.7 Percent AP test takers scoring 3 or higher (HS only) 225 a-curv-i3 34.5 211 30.6 #N/A 20 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
133 Resources William Ohrenberger School Ohrenberger Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 88 3B 350258 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Admin Data X NCES, 2009 44.5 TRUE 387 TRUE 44.5 Percent students of color completing advanced coursework (HS only) 420 Percent students of color completing advanced coursework (HS only) 452 Percent students of color enrolled in advanced coursework (HS only) 44.8 Percent students of color enrolled in advanced coursework (HS only) 509 Percent students of color enrolled in advanced coursework (HS only) 45.9 Percent students of color enrolled in advanced coursework (HS only) 539 Percent students of color enrolled in advanced coursework (HS only) 43.8 Percent students of color enrolled in advanced coursework (HS only) 531 a-curv-i4 48.1 511 40.9 #N/A 36.4 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
134 Resources Wolfgang A. Mozart Elementary School Mozart Elementary Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 82 3B 350237 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Admin Data X 16 TRUE 58 TRUE 16 Student to number of courses ratio (HS only) 43 Student to number of courses ratio (HS only) 46 Student to number of courses ratio (HS only) 18.3 Student to number of courses ratio (HS only) 42 Student to number of courses ratio (HS only) 17.6 Student to number of courses ratio (HS only) 48 Student to number of courses ratio (HS only) 15.3 Student to number of courses ratio (HS only) 52 a-curv-i5 16 47 13.7 #N/A 5 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
135 Resources Young Achievers Science and Math K-8 School Young Achievers Science & Math K-8 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Boston Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 2 Learning Resources 116 3B 350380 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Admin Data X 44.6 TRUE 255 TRUE 44.6 Student to number of electives ratio (completely free choice) (HS only) 313 Student to number of electives ratio (completely free choice) (HS only) 314 Student to number of electives ratio (completely free choice) (HS only) 54.5 Student to number of electives ratio (completely free choice) (HS only) 323 Student to number of electives ratio (completely free choice) (HS only) 48.7 Student to number of electives ratio (completely free choice) (HS only) 298 Student to number of electives ratio (completely free choice) (HS only) 46 Student to number of electives ratio (completely free choice) (HS only) 280 a-curv-i6 40.1 244 36.9 #N/A 2 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
136 Resources Abraham Lincoln Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 52 3B 1600020 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Teachers 37 TRUE 97 TRUE 37 Overall, how rigorous is the curriculum that you are expected to teach? 87 Overall, how rigorous is the curriculum that you are expected to teach? 90 Overall, how rigorous is the curriculum that you are expected to teach? 39 Overall, how rigorous is the curriculum that you are expected to teach? 85 Overall, how rigorous is the curriculum that you are expected to teach? 37 Overall, how rigorous is the curriculum that you are expected to teach? 100 Overall, how rigorous is the curriculum that you are expected to teach? 36 Overall, how rigorous is the curriculum that you are expected to teach? 92 t-curv-q1 35 90 37 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
137 Resources Adie Day School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 51 3B 1600605 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Teachers 12 TRUE 44 TRUE 12 How coherent is the curriculum that you are expected to teach? 35 How coherent is the curriculum that you are expected to teach? 32 How coherent is the curriculum that you are expected to teach? 11 How coherent is the curriculum that you are expected to teach? 22 How coherent is the curriculum that you are expected to teach? 11 How coherent is the curriculum that you are expected to teach? 18 How coherent is the curriculum that you are expected to teach? 10 How coherent is the curriculum that you are expected to teach? 5 t-curv-q2 8 0 0 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
138 Resources Bailey Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 1 3B 1600002 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Teachers 36 TRUE 94 TRUE 36 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 87 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 90 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 35 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 89 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 36 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 100 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 34 If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? 87 t-curv-q3 33 96 32.9 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
139 Resources Bartlett Community Partnership School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 26 3B 1600090 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Teachers 40.4 TRUE 263 TRUE 40.4 How well-rounded is the curriculum that you and your colleagues teach? 249 How well-rounded is the curriculum that you and your colleagues teach? 256 How well-rounded is the curriculum that you and your colleagues teach? 40.8 How well-rounded is the curriculum that you and your colleagues teach? 277 How well-rounded is the curriculum that you and your colleagues teach? 40.8 How well-rounded is the curriculum that you and your colleagues teach? 259 How well-rounded is the curriculum that you and your colleagues teach? 38 How well-rounded is the curriculum that you and your colleagues teach? 280 t-curv-q4 39.8 285 36.1 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
140 Resources Butler Middle School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 2 3B 1600310 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Admin Data MA DESE, 2019-20, state average 41.2 TRUE 514 TRUE 41.2 Teacher-student parity index: teachers of color/ students of color 515 Teacher-student parity index: teachers of color/ students of color 550 Teacher-student parity index: % teachers of color/% students of color 42.4 Teacher-student parity index: % teachers of color/% students of color 571 Teacher-student parity index: % teachers of color/% students of color 41.2 Teacher-student parity index: % teachers of color/% students of color 567 Teacher-student parity index: % teachers of color/% students of color 41.7 Teacher-student parity index: % teachers of color/% students of color 534 a-cure-i1 43.4 545 42.9 #N/A 0.26 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
141 Resources Cardinal O'Connell Early Learning Center #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 3 3B 1600001 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Students 8 TRUE 0 TRUE 8 In your classes, how often do you see people like you represented in what you study? 0 In your classes, how often do you see people like you represented in what you study? 0 In your classes, how often do you see people like you represented in what you study? 9 In your classes, how often do you see people like you represented in what you study? 0 In your classes, how often do you see people like you represented in what you study? 9 In your classes, how often do you see people like you represented in what you study? 0 In your classes, how often do you see people like you represented in what you study? 8.5 Not in the 16-17 Surveys 0 s-cure-q1 0 0 0 Q129 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
142 Resources Daley Middle School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 4 3B 1600315 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Students 46.6 TRUE 674 TRUE 46.6 In your classes, how often do you see many different kinds of people represented in what you study? 649 In your classes, how often do you see many different kinds of people represented in what you study? 691 In your classes, how often do you see many different kinds of people represented in what you study? 50.2 In your classes, how often do you see many different kinds of people represented in what you study? 697 In your classes, how often do you see many different kinds of people represented in what you study? 47.2 In your classes, how often do you see many different kinds of people represented in what you study? 695 In your classes, how often do you see many different kinds of people represented in what you study? 46 Not in the 16-17 Surveys 700 s-cure-q2 46.6 696 47.6 Q130 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
143 Resources Greenhalge Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 5 3B 1600015 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Students 38 TRUE 93 TRUE 38 How valued do you think all students' home cultures and languages are in the school curriculum? 79 How valued do you think all students' home cultures and languages are in the school curriculum? 88 How valued do you think all students' home cultures and languages are in the school curriculum? 37 How valued do you think all students' home cultures and languages are in the school curriculum? 88 How valued do you think all students' home cultures and languages are in the school curriculum? 36 How valued do you think all students' home cultures and languages are in the school curriculum? 85 How valued do you think all students' home cultures and languages are in the school curriculum? 36 Not in the 16-17 Surveys 89 s-cure-q3 37 83 35 Q131 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
144 Resources Laura Lee Therapeutic Day School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 6 3B 1600085 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Students 6.4 TRUE 13 TRUE 6.4 How valued do you think your home culture and language are in the school curriculum? 16 How valued do you think your home culture and language are in the school curriculum? 23 How valued do you think your home culture and language are in the school curriculum? 6.8 How valued do you think your home culture and language are in the school curriculum? 19 How valued do you think your home culture and language are in the school curriculum? 6.6 How valued do you think your home culture and language are in the school curriculum? 18 How valued do you think your home culture and language are in the school curriculum? 6.6 Not in the 16-17 Surveys 21 s-cure-q4 7.1 16 6.6 X Q132 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
145 Resources LeBlanc Therapeutic Day School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 7 3B 1600320 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Teachers 8.3 TRUE 33 TRUE 8.3 How able are you to integrate material from different cultures into your instruction? 39 How able are you to integrate material from different cultures into your instruction either online or in person?' 36 How able are you to integrate material from different cultures into your instruction either online or in person?' 7.3 How able are you to integrate material from different cultures into your instruction either online or in person?' 33 How able are you to integrate material from different cultures into your instruction either online or in person?' 7.3 How able are you to integrate material from different cultures into your instruction either online or in person?' 35 How able are you to integrate material from different cultures into your instruction either online or in person?' 7.2 How able are you to integrate material from different cultures into your instruction either online or in person?' 36 t-cure-q1 7.1 33 7.2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
146 Resources Lowell High School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 8 3B 1600505 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Teachers 219.2 TRUE 3142 TRUE 219.2 How often do you integrate culturally diverse content into your teaching? 3056 How often do you integrate culturally diverse content into your teaching? 3048 How often do you integrate culturally diverse content into your teaching? 212.9 How often do you integrate culturally diverse content into your teaching? 3011 How often do you integrate culturally diverse content into your teaching? 209.5 How often do you integrate culturally diverse content into your teaching? 3174 How often do you integrate culturally diverse content into your teaching? 208.5 How often do you integrate culturally diverse content into your teaching? 3154 t-cure-q2 213.9 3145 213 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
147 Resources McAuliffe Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 9 3B 1600075 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Teachers 37.1 TRUE 97 TRUE 37.1 How often do you use teaching strategies to facilitate learning among culturally diverse students? 77 How often do you use teaching strategies to facilitate learning among culturally diverse students? 91 How often do you use teaching strategies to facilitate learning among culturally diverse students? 37 How often do you use teaching strategies to facilitate learning among culturally diverse students? 98 How often do you use teaching strategies to facilitate learning among culturally diverse students? 36 How often do you use teaching strategies to facilitate learning among culturally diverse students? 97 How often do you use teaching strategies to facilitate learning among culturally diverse students? 34.3 How often do you use teaching strategies to facilitate learning among culturally diverse students? 88 t-cure-q3 35.7 98 34 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
148 Resources McAvinnue Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 10 3B 1600010 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. 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 Teachers 37 TRUE 93 TRUE 37 How motivated are you to integrate culturally diverse content in your classroom? 87 How motivated are you to integrate culturally diverse content in your classroom? 86 How motivated are you to integrate culturally diverse content in your classroom? 39 How motivated are you to integrate culturally diverse content in your classroom? 88 How motivated are you to integrate culturally diverse content in your classroom? 37 How motivated are you to integrate culturally diverse content in your classroom? 98 How motivated are you to integrate culturally diverse content in your classroom? 36 How motivated are you to integrate culturally diverse content in your classroom? 91 t-cure-q4 34 94 36 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
149 Resources Moody Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Learning Resources 11 3B 1600027 Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. X 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 Admin Data X Census 20 TRUE 43 TRUE 20 Student to co-curricular activities ratio (HS only) 44 Student to co-curricular activities ratio (HS only) 43 Student to co-curricular activities ratio (HS only) 17.8 Student to co-curricular activities ratio (HS only) 45 Student to co-curricular activities ratio (HS only) 17.8 Student to co-curricular activities ratio (HS only) 96 Student to co-curricular activities ratio (HS only) 19.8 Student to co-curricular activities ratio (HS only) 47 a-cocu-i1 19.3 43 20 #N/A 57 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
150 Resources Morey Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 12 3C 1600030 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. Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i Teachers 36 TRUE 96 TRUE 36 How often do you connect with parents at your school? 83 How often do you connect with parents at your school? 88 How often do you connect with parents at your school? 37 How often do you connect with parents at your school? 87 How often do you connect with parents at your school? 38 How often do you connect with parents at your school? 100 How often do you connect with parents at your school? 36.7 How often do you connect with parents at your school? 93 t-peng-q1 35.9 94 34 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
151 Resources Murkland Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 13 3C 1600080 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. Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i Teachers 36 TRUE 96 TRUE 36 How involved have parents been in fundraising efforts at your school? 88 How involved have parents been in fundraising efforts at your school? 87 How involved have parents been in fundraising efforts at your school? 35 How involved have parents been in fundraising efforts at your school? 81 How involved have parents been in fundraising efforts at your school? 36 How involved have parents been in fundraising efforts at your school? 101 How involved have parents been in fundraising efforts at your school? 37 How involved have parents been in fundraising efforts at your school? 96 t-peng-q2 37.8 93 36 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
152 Resources Pawtucketville Memorial Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 14 3C 1600036 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. Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i Teachers 34 TRUE 98 TRUE 34 How involved have parents been with parent groups at your school? 87 How involved have parents been with parent groups at your school? 91 How involved have parents been with parent groups at your school? 34 How involved have parents been with parent groups at your school? 92 How involved have parents been with parent groups at your school? 36 How involved have parents been with parent groups at your school? 106 How involved have parents been with parent groups at your school? 35.3 How involved have parents been with parent groups at your school? 101 t-peng-q3 36 92 34.9 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
153 Resources Pyne Arts School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 15 3C 1600018 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. Family-School Relationships Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3C-i Teachers 39.1 TRUE 285 TRUE 39.1 How often does the average parent help out at your school? 245 How often does the average parent help out at your school? 264 How often does the average parent help out at your school? 38.2 How often does the average parent help out at your school? 281 How often does the average parent help out at your school? 37.3 How often does the average parent help out at your school? 274 How often does the average parent help out at your school? 37.1 How often does the average parent help out at your school? 268 t-peng-q4 36 266 36.1 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
154 Resources Reilly Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 16 3C 1600040 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. 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 Teachers 34 TRUE 97 TRUE 34 How effectively does this school connect with immigrant families, providing translation when necessary? 83 How effectively does this school connect with immigrant families, providing translation when necessary? 89 How effectively does this school connect with immigrant families, providing translation when necessary? 32.2 How effectively does this school connect with immigrant families, providing translation when necessary? 90 How effectively does this school connect with immigrant families, providing translation when necessary? 34.2 How effectively does this school connect with immigrant families, providing translation when necessary? 208 How effectively does this school connect with immigrant families, providing translation when necessary? 39.2 How effectively does this school connect with immigrant families, providing translation when necessary? 116 t-ceng-q1 40.2 116 40.5 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
155 Resources The BRIDGE Program at The Riverside School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 17 3C 1600920 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. 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 Teachers closed TRUE #N/A TRUE closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed How effectively does this school respond to the needs and values of the surrounding community? closed t-ceng-q2 closed closed closed #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
156 Resources Robinson Middle School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 18 3C 1600330 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. 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 Teachers 48 TRUE 603 TRUE 48 To what extent are all groups of parents represented in the governance of the school? 635 To what extent are all groups of parents represented in the governance of the school? 658 To what extent are all groups of parents represented in the governance of the school? 45.4 To what extent are all groups of parents represented in the governance of the school? 643 To what extent are all groups of parents represented in the governance of the school? 48.6 To what extent are all groups of parents represented in the governance of the school? 638 To what extent are all groups of parents represented in the governance of the school? 46.9 To what extent are all groups of parents represented in the governance of the school? 666 t-ceng-q3 50.8 618 52.9 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
157 Resources Shaughnessy Elementary School #N/A Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Lowell Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 3 Community Support 19 3C 1600050 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. 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 Teachers 37 TRUE 94 TRUE 37 Overall, how effectively does this school connect with the community? 80 Overall, how effectively does this school connect with the community? 92 Overall, how effectively does this school connect with the community? 38 Overall, how effectively does this school connect with the community? 94 Overall, how effectively does this school connect with the community? 35 Overall, how effectively does this school connect with the community? 96 Overall, how effectively does this school connect with the community? 34 Overall, how effectively does this school connect with the community? 89 t-ceng-q4 34 93 34.9 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
158 Academic Learning STEM Academy at the Rogers School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 20 4A 1600005 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. 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 Admin Data X Benchmark is the statewide average 9th grade passing rate in the 21-22 school year 57 TRUE 519 TRUE 57 9th grade passing rate 525 9th grade passing rate 510 Percent students who fail 1 core course (HS only) 59 Percent students who fail 1 core course (HS only) 492 Percent students who fail 1 core course (HS only) 54 Percent students who fail 1 core course (HS only) 384 Percent students who fail 1 core course (HS only) 48 Percent students who fail 1 core course (HS only) 256 a-ovpe-i1 44.9 149 36.9 #N/A 75.8 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
159 Academic Learning Stoklosa Middle School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 21 4A 1600360 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. 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 Admin Data X Constructed by MCIEA staff 52.2 TRUE 633 FALSE 52.2 646 656 Percent students who fail 2 core courses (HS only) 53.6 Percent students who fail 2 core courses (HS only) 682 Percent students who fail 2 core courses (HS only) 51.6 Percent students who fail 2 core courses (HS only) 675 Percent students who fail 2 core courses (HS only) 51.2 Percent students who fail 2 core courses (HS only) 684 a-ovpe-i2 48.9 673 49.8 #N/A 1 percentage 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
160 Academic Learning Sullivan Middle School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 22 4A 1600340 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. 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 Teachers 45.7 TRUE 592 TRUE 45.7 Relative to what you know of students this age, how academically able are your students? 644 Relative to what you know of students this age, how academically able are your students? 641 Relative to what you know of students this age, how academically able are your students? 47 Relative to what you know of students this age, how much effort did your students put forth in your class this year? 676 Relative to what you know of students this age, how much effort did your students put forth in your class this year? 49.5 Relative to what you know of students this age, how much effort did your students put forth in your class this year? 494 Relative to what you know of students this age, how much effort did your students put forth in your class this year? 40.5 Relative to what you know of students this age, how much effort did your students put forth in your class this year? 643 t-sach-q1 46.5 670 50.1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
161 Academic Learning The Career Academy #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 23 4A 1600515 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. X 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 Teachers 9.8 TRUE 88 TRUE 9.8 If student work from your classes was compared with work from "average" classes of the same grades/subjects in your state, how do you think an objective observer would rate the work? 97 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? 94 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? 9.9 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? 91 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? 10 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? 118 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? 10.2 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? 113 t-sach-q2 9.4 119 9.7 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
162 Academic Learning Wang Middle School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 24 4A 1600345 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. 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 Teachers 44 TRUE 659 TRUE 44 If an observer sat in on one of your classes for a week, how would she or he rate your students? 665 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? 668 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? 46 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? 715 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? 48.5 If an observer sat in on one of your classes for a week, how would she or he rate your students? 688 If an observer sat in on one of your classes for a week, how would she or he rate your students? 47.1 If an observer sat in on one of your classes for a week, how would she or he rate your students? 692 t-sach-q3 49.5 691 48.4 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
163 Academic Learning Washington Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Lowell Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 3 Performance 25 4A 1600055 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. Performance Growth Includes an asessment of student progression towards key learning goals. 4A-ii No source 22 FALSE 46 FALSE 22 Performance Growth 38 Performance Growth 46 Performance Growth 23 Performance Growth 41 Performance Growth 21 Performance Growth 40 Performance Growth 20 Performance Growth 51 n/a 20.5 49 19.5 #N/A n/a 2.98 2.99 3.49 3.5 3.99 4 4.5 4.51
164 Academic Learning Brookside Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 7 Student Commitment To Learning 3 4B 1850065 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 42.3 TRUE 0 TRUE 42.3 How excited are you about going to this class? 0 How excited are you about going to this class? 0 How excited are you about going to this class? 39.4 How excited are you about going to this class? 0 How excited are you about going to this class? 38 How excited are you about going to this class? 0 How excited are you about going to this class? 38.6 How excited are you about going to this class? 0 s-sten-q1 40.6 0 42.1 Q27 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
165 Academic Learning Memorial Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 7 Student Commitment To Learning 4 4B 1850010 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 39.6 TRUE 0 TRUE 39.6 Overall, how interested are you in this class? 0 Overall, how interested are you in this class? 0 Overall, how interested are you in this class? 38.4 Overall, how interested are you in this class? 0 Overall, how interested are you in this class? 36.3 Overall, how interested are you in this class? 0 Overall, how interested are you in this class? 38.5 Overall, how interested are you in this class? 0 s-sten-q2 38.7 0 37.1 X Q28 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
166 Academic Learning Milford High School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 7 Student Commitment To Learning 2 4B 1850505 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. X Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 98.3 TRUE 1324 TRUE 98.3 How often do you get so focused on class activities that you lose track of time? 1278 How often do you get so focused on class activities that you lose track of time? 1257 How often do you get so focused on class activities that you lose track of time? 95.2 How often do you get so focused on class activities that you lose track of time? 1266 How often do you get so focused on class activities that you lose track of time? 96.5 How often do you get so focused on class activities that you lose track of time? 1170 How often do you get so focused on class activities that you lose track of time? 91.9 How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) 1152 s-sten-q3 87.1 1135 85.6 Q29 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
167 Perceptions of Learning Shining Star Early Childhood Center #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 7 Student Commitment To Learning 5 4B 1850075 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 8.5 FALSE 0 TRUE 8.5 The school day goes by fast. 0 The school day goes by fast. 0 7.6 0 8.6 0 7.6 0 s-sten-es1 6.6 0 6.6 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es1
168 Perceptions of Learning Stacy Middle School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 7 Student Commitment To Learning 26 4B 1850305 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 79.7 FALSE 1030 TRUE 79.7 I like my class. 1008 I like my class. 1032 76.4 1019 79.1 1035 79.8 980 s-sten-es2 77.8 968 78.1 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es2
169 Perceptions of Learning Woodland Elementary School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Milford Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 7 Student Commitment To Learning 1 4B 1850090 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. Engagement In School X Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 85.9 FALSE 626 TRUE 85.9 I am excited to come to school. 649 I am excited to come to school. 656 81.2 677 79.1 665 78.7 641 s-sten-es3 79.9 664 79 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es3
170 Perceptions of Learning Beachmont Elementary School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 Student Commitment To Learning 1 4B 2480013 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 31.2 FALSE 81 TRUE 31.2 I get to learn about things that I am interested in at my school. 82 I get to learn about things that I am interested in at my school. 97 29 96 31.1 93 32.3 115 s-sten-es4 31.1 108 29 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es4
171 Perceptions of Learning Garfield Elementary School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 Student Commitment To Learning 2 4B 2480056 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 59.8 FALSE 224 TRUE 59.8 Most of the time, I am excited about learning. 200 Most of the time, I am excited about learning. 201 57.8 207 58.5 217 58.5 237 s-sten-es5 53.2 254 56.5 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es5
172 Perceptions of Learning Garfield Middle School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 Student Commitment To Learning 3 4B 2480057 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 45.5 FALSE 546 TRUE 45.5 There are times when I have choices about what I learn. 536 There are times when I have choices about what I learn. 568 44.9 597 43.6 559 43.5 538 s-sten-es6 44.5 541 43.5 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es6
173 Perceptions of Learning Hill Elementary School #N/A Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. 4 Student Commitment To Learning 4 4B 2480035 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. Engagement In School Draws on anonymous student reports about their level of focus, participation, and interest in class. 4B-i Students 54.5 FALSE 226 TRUE 54.5 There are times when I get to share my ideas with my classmates. 212 There are times when I get to share my ideas with my classmates. 237 47.5 231 50 261 47.5 264 s-sten-es7 45.5 218 43.1 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41 s-sten-es7
174 Academic Learning Lincoln Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Student Commitment To Learning 5 4B 2480025 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. 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 Admin Data X MA DESE, 2019-20 48 TRUE 183 TRUE 48 4-year on-time graduation rate (HS only) 176 4-year on-time graduation rate (HS only) 175 4-year on-time graduation rate (HS only) 39.1 4-year on-time graduation rate (HS only) 168 4-year on-time graduation rate (HS only) 46 4-year on-time graduation rate (HS only) 194 4-year on-time graduation rate (HS only) 45 4-year on-time graduation rate (HS only) 225 a-degr-i1 42 207 42 #N/A 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
175 Academic Learning Paul Revere Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Student Commitment To Learning 6 4B 2480050 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. X 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 Admin Data NCES, 2016 40 TRUE 143 TRUE 40 Percent students retained in a grade 155 Percent students retained in a grade 159 Percent students retained in a grade 41.5 Percent students retained in a grade 153 Percent students retained in a grade 37 Percent students retained in a grade 160 Percent students retained in a grade 37 Percent students retained in a grade 166 a-degr-i2 36 161 35 #N/A 2 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
176 Academic Learning Revere High School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Student Commitment To Learning 10 4B 2480505 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. X 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 Admin Data X MA DESE, 2019-20 150.6 TRUE 2069 TRUE 150.6 5-year graduation rate (HS only) 1996 5-year graduation rate (HS only) 1978 5-year graduation rate (HS only) 135.6 5-year graduation rate (HS only) 2019 5-year graduation rate (HS only) 136.9 5-year graduation rate (HS only) 1978 5-year graduation rate (HS only) 133.4 5-year graduation rate (HS only) 1991 a-degr-i3 129.2 1837 124.1 #N/A 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
177 Academic Learning Rumney Marsh Academy #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Critical Thinking 9 4C 2480014 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. 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 Teachers 54 TRUE 568 TRUE 54 How often do students at your school come up with their own interpretations of material? 568 How often do students at your school come up with their own interpretations of material? 600 How often do students at your school come up with their own interpretations of material? 50.5 How often do students at your school come up with their own interpretations of material? 620 How often do students at your school come up with their own interpretations of material? 49.7 How often do students at your school come up with their own interpretations of material? 611 How often do students at your school come up with their own interpretations of material? 49.5 How often do students at your school come up with their own interpretations of material? 597 t-psol-q1 48.2 593 47.5 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
178 Academic Learning Seacoast High School/City Lab #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Critical Thinking 11 4C 2480520 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. X 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 Teachers 12.7 TRUE 95 TRUE 12.7 How often do students apply ideas they have learned to new situations? 70 How often do students apply ideas they have learned to new situations? 81 How often do students apply ideas they have learned to new situations? 12.8 How often do students apply ideas they have learned to new situations? 65 How often do students apply ideas they have learned to new situations? 12.7 How often do students apply ideas they have learned to new situations? 90 How often do students apply ideas they have learned to new situations? 12.2 How often do students apply ideas they have learned to new situations? 82 t-psol-q2 13 121 13.2 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
179 Academic Learning Susan B. Anthony Middle School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Critical Thinking 8 4C 2480305 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. 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 Teachers 51 TRUE 557 TRUE 51 How often do students collaborate in class to solve complex problems? 564 How often do students collaborate in class to solve complex problems either online or in person? 575 How often do students collaborate in class to solve complex problems either online or in person? 49 How often do students collaborate in class to solve complex problems either online or in person? 621 How often do students collaborate in class to solve complex problems either online or in person? 51 How often do students collaborate in class to solve complex problems? 593 How often do students collaborate in class to solve complex problems? 47 How often do students collaborate in class to solve complex problems? 570 t-psol-q3 46 557 45 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
180 Academic Learning Whelan Elementary School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Revere Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 Critical Thinking 7 4C 2480003 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. 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 No source 54.5 FALSE 280 FALSE 54.5 287 256 53.5 238 53 258 51 265 n/a 50 250 51 #N/A n/a n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
181 Academic Learning Arthur D. Healey School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Somerville Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 5 College & Career Readiness 1 4D 2740075 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. College & Career Placement Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 4D-i Admin Data X NCES, 2016 41.8 TRUE 252 TRUE 41.8 Placement in college or career (HS only) 236 Placement in college or career (HS only) 235 College enrollment rate (HS only) 42.8 College enrollment rate (HS only) 236 College enrollment rate (HS only) 44.3 College enrollment rate (HS only) 226 College enrollment rate (HS only) 38.5 College enrollment rate (HS only) 233 a-cgpr-i1 44.1 224 41.8 #N/A 65.6 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
182 Academic Learning Benjamin G. Brown School #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Somerville Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 5 College & Career Readiness 2 4D 2740015 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. Career Preparation Tracks student access to career technical education courses. 4D-ii Admin Data X Constructed by MCIEA staff 12.5 TRUE 49 FALSE 12.5 47 78 Percent positive work placement (HS only) 15.8 Percent positive work placement (HS only) 81 Percent positive work placement (HS only) 15.8 Percent positive work placement (HS only) 72 Percent positive work placement (HS only) 15.8 Percent positive work placement (HS only) 74 a-cppm-i1 16.2 76 15.9 #N/A 85 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
183 Academic Learning Dr. Albert F. Argenziano School at Lincoln Park #N/A Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Somerville Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. 4 5 College & Career Readiness 3 4D 2740087 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. X Career Preparation Tracks student access to career technical education courses. 4D-ii Admin Data X 44.6 TRUE 258 TRUE 44.6 Student to career-technical education courses (HS only) 251 Student to career-technical education courses (HS only) 290 Student to career-technical education courses (HS only) 45.7 Student to career-technical education courses (HS only) 290 Student to career-technical education courses (HS only) 48.7 Student to career-technical education courses (HS only) 290 Student to career-technical education courses (HS only) 44.7 Student to career-technical education courses (HS only) 252 a-cppm-i2 44.2 254 44.4 #N/A 5 ratio 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
184 Community & Wellbeing East Somerville Community School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 4 5A 2740111 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. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students 52 TRUE 402 TRUE 52 How often do you try to think of more than one explanation for why someone else acted as they did? 394 How often do you try to think of more than one explanation for why someone else acted as they did? 392 How often do you try to think of more than one explanation for why someone else acted as they did? 54.2 How often do you try to think of more than one explanation for why someone else acted as they did? 414 How often do you try to think of more than one explanation for why someone else acted as they did? 57.1 How often do you try to think of more than one explanation for why someone else acted as they did? 386 How often do you try to think of more than one explanation for why someone else acted as they did? 56.2 How often do you try to think of more than one explanation for why someone else acted as they did? 382 s-sper-q1 54.3 368 54.8 Q59 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
185 Community & Wellbeing John F. Kennedy Elementary School John F. Kennedy Elementary Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 6 5A 2740083 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. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students 33.9 TRUE 246 TRUE 33.9 Overall, how often do you try to understand the point of view of other people? 253 Overall, how often do you try to understand the point of view of other people? 251 Overall, how often do you try to understand the point of view of other people? 36.6 Overall, how often do you try to understand the point of view of other people? 253 Overall, how often do you try to understand the point of view of other people? 39.1 Overall, how often do you try to understand the point of view of other people? 254 Overall, how often do you try to understand the point of view of other people? 37.5 Overall, how often do you try to understand the point of view of other people? 263 s-sper-q2 36.8 271 39 Q60 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
186 Community & Wellbeing Michael E. Capuano Early Childhood Center #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 12 5A 2740005 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. Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students 22.2 TRUE 0 TRUE 22.2 How often do you try to figure out what motivates others to behave as they do? 0 How often do you try to figure out what motivates others to behave as they do? 0 How often do you try to figure out what motivates others to behave as they do? 23.3 How often do you try to figure out what motivates others to behave as they do? 0 How often do you try to figure out what motivates others to behave as they do? 23.8 How often do you try to figure out what motivates others to behave as they do? 0 How often do you try to figure out what motivates others to behave as they do? 23.1 How often do you try to figure out what motivates others to behave as they do? 0 s-sper-q3 21.8 0 26.9 Q61 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
187 Community & Wellbeing Next Wave/Full Circle Full Circle High School Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 5 5A 2740510 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. X Appreciation For Diversity Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 5A-i Students 9.7 TRUE 53 TRUE 9.7 In general, how often do you try to understand how other people see things? 52 In general, how often do you try to understand how other people see things? 56 In general, how often do you try to understand how other people see things? 10.7 In general, how often do you try to understand how other people see things? 54 In general, how often do you try to understand how other people see things? 13.5 In general, how often do you try to understand how other people see things? 48 In general, how often do you try to understand how other people see things? 11.8 In general, how often do you try to understand how other people see things? 52 s-sper-q4 10.8 61 12.3 X Q62 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
188 Community & Wellbeing Somerville High School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 8 5A 2740505 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. X Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students 119.8 TRUE 1296 TRUE 119.8 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 1304 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 1215 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 113.2 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 1228 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 121.1 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 1251 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 120.1 How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? 1215 s-civp-q1 124.7 1259 123.5 Q30 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
189 Community & Wellbeing West Somerville Neighborhood School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 9 5A 2740115 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. Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students 27.6 TRUE 198 TRUE 27.6 How important is it to you to get involved in improving your community? 187 How important is it to you to get involved in improving your community? 193 How important is it to you to get involved in improving your community? 29.3 How important is it to you to get involved in improving your community? 209 How important is it to you to get involved in improving your community? 28.9 How important is it to you to get involved in improving your community? 180 How important is it to you to get involved in improving your community? 26.9 How important is it to you to get involved in improving your community? 180 s-civp-q2 26.4 191 24.9 Q31 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
190 Community & Wellbeing Winter Hill Community Innovation School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Somerville Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 Civic Engagement 10 5A 2740120 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. Civic Participation Draws on anonymous student reports about their commitment to social awareness and community improvement. 5A-ii Students 41.5 TRUE 240 TRUE 41.5 How important is it to you to actively challenge inequalities in society? 242 How important is it to you to actively challenge inequalities in society? 230 How important is it to you to actively challenge inequalities in society? 46.7 How important is it to you to actively challenge inequalities in society? 272 How important is it to you to actively challenge inequalities in society? 46.1 How important is it to you to actively challenge inequalities in society? 267 How important is it to you to actively challenge inequalities in society? 40.4 How important is it to you to actively challenge inequalities in society? 280 s-civp-q3 43 274 40.5 Q32 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
191 Community & Wellbeing Minot Forest Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Civic Engagement 2 5A 310001799 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. Civic Participation X Draws on anonymous student reports about their commitment to social awareness and community improvement. X 5A-ii X Students 21-22 26.2 TRUE 147 TRUE 26.2 How important is it to you to take action when something in society needs changing? 173 How important is it to you to take action when something in society needs changing? 134 How important is it to you to take action when something in society needs changing? 25.7 How important is it to you to take action when something in society needs changing? 173 How important is it to you to take action when something in society needs changing? 27.6 How important is it to you to take action when something in society needs changing? 192 How important is it to you to take action when something in society needs changing? 28.2 How important is it to you to take action when something in society needs changing? 203 s-civp-q4 33.4 198 33.6 X Q33 2.48 2.49 2.99 3 3.49 3.5 4.4 4.41
192 Community & Wellbeing John William Decas Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Work Ethic 1 5B 3100003 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. 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 Students 21-22 49.5 TRUE #N/A TRUE 49.5 If you face a problem while working towards an important goal, how well can you keep working? 0 If you face a problem while working towards an important goal, how well can you keep working? 0 If you face a problem while working towards an important goal, how well can you keep working? 48.5 If you face a problem while working towards an important goal, how well can you keep working? 0 If you face a problem while working towards an important goal, how well can you keep working? 48.5 If you face a problem while working towards an important goal, how well can you keep working? 0 If you face a problem while working towards an important goal, how well can you keep working? 49 If you face a problem while working towards an important goal, how well can you keep working? 0 s-grit-q1 45.6 0 45.6 X Q63 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
193 Community & Wellbeing Wareham Elementary School Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Work Ethic 5B 3100017 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. 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 Students TRUE #N/A TRUE How important is it to you to finish things you start? How important is it to you to finish things you start? How important is it to you to finish things you start? How important is it to you to finish things you start? How important is it to you to finish things you start? How important is it to you to finish things you start? How important is it to you to finish things you start? 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
194 Community & Wellbeing Wareham Cooperative Alternative School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Work Ethic 8 5B 3100315 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. X 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 Students 3 TRUE 33 TRUE 3 How confident are you that you can remain focused on what you are doing, even when there are distractions? 38 How confident are you that you can remain focused on what you are doing, even when there are distractions? 33 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.6 How confident are you that you can remain focused on what you are doing, even when there are distractions? 44 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.8 How confident are you that you can remain focused on what you are doing, even when there are distractions? 58 How confident are you that you can remain focused on what you are doing, even when there are distractions? 2.8 How confident are you that you can remain focused on what you are doing, even when there are distractions? 63 s-grit-q3 3.1 61 2.3 Q65 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
195 Community & Wellbeing Wareham High School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Work Ethic 4 5B 3100505 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. X 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 Students 61.1 TRUE 614 TRUE 61.1 If you fail to reach an important goal, how likely are you to try again? 618 If you fail to reach an important goal, how likely are you to try again? 585 If you fail to reach an important goal, how likely are you to try again? 59.2 If you fail to reach an important goal, how likely are you to try again? 613 If you fail to reach an important goal, how likely are you to try again? 64.3 If you fail to reach an important goal, how likely are you to try again? 590 If you fail to reach an important goal, how likely are you to try again? 58 If you fail to reach an important goal, how likely are you to try again? 458 s-grit-q4 53.7 518 54.5 Q66 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
196 Community & Wellbeing Wareham Middle School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Wareham Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 8 Work Ethic 3 5B 3100305 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. 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 Students 37.2 TRUE 437 TRUE 37.2 How much do you think you can change your own intelligence? 462 How much do you think you can change your own intelligence? 533 How much do you think you can change your own intelligence? 36 How much do you think you can change your own intelligence? 523 How much do you think you can change your own intelligence? 40.9 How much do you think you can change your own intelligence? 517 How much do you think you can change your own intelligence? 39.9 Not in the 16-17 Surveys 726 s-grmi-q1 53.6 767 52.7 Q34 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
197 Community & Wellbeing Ambrose Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Work Ethic 1 5B 3440045 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. 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 Students 30.9 TRUE 110 TRUE 30.9 How much do you think that being bad at math is something someone can change? 110 How much do you think that being bad at math is something someone can change? 130 How much do you think that being bad at math is something someone can change? 30.2 How much do you think that being bad at math is something someone can change? 149 How much do you think that being bad at math is something someone can change? 32.7 How much do you think that being bad at math is something someone can change? 151 How much do you think that being bad at math is something someone can change? 35.3 Not in the 16-17 Surveys 161 s-grmi-q2 36.6 162 37.3 X Q35 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
198 Community & Wellbeing Lincoln Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Work Ethic 2 5B 3440005 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. 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 Students 28.1 TRUE 130 TRUE 28.1 How much do you think that struggling as a writer is something someone can change? 144 How much do you think that struggling as a writer is something someone can change? 157 How much do you think that struggling as a writer is something someone can change? 30.2 How much do you think that struggling as a writer is something someone can change? 147 How much do you think that struggling as a writer is something someone can change? 31.3 How much do you think that struggling as a writer is something someone can change? 154 How much do you think that struggling as a writer is something someone can change? 30.5 Not in the 16-17 Surveys 125 s-grmi-q3 32.5 125 31.6 Q127 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
199 Community & Wellbeing Lynch Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Work Ethic 3 5B 3440020 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. 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 Students 43.6 TRUE 155 TRUE 43.6 How much do you think that intelligence is something that can be changed? 168 How much do you think that intelligence is something that can be changed? 158 How much do you think that intelligence is something that can be changed? 43.2 How much do you think that intelligence is something that can be changed? 137 How much do you think that intelligence is something that can be changed? 46.4 How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) 150 How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE) 48.5 Not in the 16-17 Surveys 166 s-grmi-q4 47.6 148 44.3 Q36 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
200 Community & Wellbeing McCall Middle School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Creative & Performing Arts 6 5C 3440305 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. 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 Admin Data 90.5 TRUE 1037 TRUE 90.5 Percent of students enrolled in at least 1 arts course 1059 Percent of students enrolled in at least 1 arts course 1084 Hours of arts instruction per student per week 85.3 Hours of arts instruction per student per week 1119 Hours of arts instruction per student per week 87.2 Hours of arts instruction per student per week 1104 Hours of arts instruction per student per week 81.9 Hours of arts instruction per student per week 1111 a-picp-i1 83.5 1133 82.7 #N/A 77.5 (statewide average in the 22-23 school year) number 2.98 2.99 3.49 3.5 3.99 4 4.3 4.31
201 Community & Wellbeing Muraco Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Creative & Performing Arts 4 5C 3440040 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. 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 Students 30 TRUE 122 TRUE 30 In a typical week, how much time do you spend in creative arts instruction or activities? 129 In a typical week, how much time do you spend in creative arts instruction or activities? 136 In a typical week, how much time do you spend in creative arts instruction or activities? 25.3 In a typical week, how much time do you spend in creative arts instruction or activities? 123 In a typical week, how much time do you spend in creative arts instruction or activities? 29.6 In a typical week, how much time do you spend in creative arts instruction or activities? 139 In a typical week, how much time do you spend in creative arts instruction or activities? 31.5 In a typical week, how much time do you spend in creative arts instruction or activities? 142 s-expa-q1 34.4 150 32.4 X Q68 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
202 Community & Wellbeing Vinson-Owen Elementary School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Creative & Performing Arts 5 5C 3440025 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. 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 Teachers 33.9 TRUE 148 TRUE 33.9 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 124 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 136 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 36.3 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 154 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 34.3 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 160 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 34.1 In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? 165 t-expa-q2 35.1 156 33.4 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
203 Community & Wellbeing Winchester High School #N/A Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Winchester Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 6 Creative & Performing Arts 7 5C 3440505 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. X 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 Teachers 99 TRUE 1383 TRUE 99 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 1349 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 1403 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 98.2 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 1418 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 94.9 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 1359 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 93.5 In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? 1351 t-expa-q3 90.6 1268 90.2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? If your friends or family wanted to go to an art museum, how interested would you be in going? If your friends or family wanted to go to an art museum, how interested would you be in going? If your friends or family wanted to go to an art museum, how interested would you be in going? s-appa-q1 X Q37 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your friends or family wanted to go to hear people play music, how interested would you be in going? If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE) s-appa-q2 Q38 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. Valuing Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. 5C-ii Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? 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 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. X 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 Students TRUE TRUE On a typical day in school, how stressed do you feel about your schoolwork? On a typical day in school, how stressed do you feel about your schoolwork? On a typical day in school, how stressed do you feel about your schoolwork? On a typical day in school, how stressed do you feel about your schoolwork? On a typical day in school, how stressed do you feel about your schoolwork? On a typical day in school, how stressed do you feel about your schoolwork? How much does your school work make you feel stressed? Not in the 16-17 Surveys s-acst-q1 Q135 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. X 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 Students TRUE TRUE When you take a test, how much do you worry about doing well? When you take a test, how much do you worry about doing well? When you take a test, how much do you worry about doing well? When you take a test, how much do you worry about doing well? When you take a test, how much do you worry about doing well? When you take a test, how much do you worry about doing well? When you take a test, how nervous do you feel about doing well? Not in the 16-17 Surveys s-acst-q2 X Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. X 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 Students TRUE TRUE Typically, how anxious do you feel about your grades? Typically, how anxious do you feel about your grades? Typically, how anxious do you feel about your grades? Typically, how anxious do you feel about your grades? Typically, how anxious do you feel about your grades? How much do you think that your grades and test scores will determine your future? How much do you think that your grades and test scores will determine your future? Not in the 16-17 Surveys s-acst-q3 Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Students TRUE TRUE On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? On a regular day at school, how often do you feel relaxed? 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 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Students TRUE TRUE How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? How often are you enthusiastic at school? 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 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Students TRUE TRUE On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? On a normal day in school, how confident do you feel? 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 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Students TRUE TRUE On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? On a normal day in school, how much are you able to concentrate? 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 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. X 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 Admin Data Constructed by MCIEA staff TRUE TRUE Medical staff to student ratio (schoolwide) Medical staff to student ratio (schoolwide) Medical staff to student ratio Medical staff to student ratio Medical staff to student ratio Medical staff to student ratio Medical staff to student ratio Medical staff to student ratio a-phya-i1 #N/A 750 ratio 2.98 2.99 3.49 3.5 3.99 4 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Teachers TRUE TRUE In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? t-phya-q2 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
Community & Wellbeing Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. 5 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. 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 Teachers TRUE TRUE In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? 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

9
lib/tasks/one_off.rake
Unescape View File

@ -41,15 +41,6 @@ namespace :one_off do
school.save
end
desc "delete measures we don't want to show"
task delete_library_measure: :environment do
measure = Measure.find_by_measure_id("3B-iv")
# measure.scales.each { |scale| scale.survey_items.delete_all }
measure.scales.each { |scale| scale.survey_items.each { |survey_item| survey_item.delete } }
measure.scales.each { |scale| scale.delete }
measure.delete
end
desc "delete measures we don't want to show"
task delete_library_measure: :environment do
measure = Measure.find_by_measure_id("3B-iv")

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