edcommonwealth
/
sqm-dashboards
mirror of https://github.com/edcommonwealth/sqm-dashboards.git
1
0
Fork 0
Code Issues Packages Projects Releases Wiki Activity

feat: Show parent scales on browse page

Browse Source
rpp-main
Nelson Jovel 1 year ago
parent 0bbd7c5cf1
commit 424e4c79a5
13 changed files with 372 additions and 305 deletions
Show Stats Download Patch File Download Diff File

6
app/lib/seeder.rb
Unescape View File

@ -89,6 +89,12 @@ class Seeder
data_item_id = row["Survey Item ID"].downcase.strip data_item_id = row["Survey Item ID"].downcase.strip
scale_id = data_item_id.split("-")[0..1].join("-") scale_id = data_item_id.split("-")[0..1].join("-")
scale = Scale.find_or_create_by!(scale_id:, measure:) scale = Scale.find_or_create_by!(scale_id:, measure:)
scale_name = row["Scale Name"]&.strip
scale_description = row["Scale Description"]&.strip
scale.name = scale_name
scale.description = scale_description
scale.save!
active_survey_item = row["Active admin & survey items"] active_survey_item = row["Active admin & survey items"]
if %w[Teachers Students Parents].include?(row["Source"]) && %w[TRUE 1].include?(active_survey_item) if %w[Teachers Students Parents].include?(row["Source"]) && %w[TRUE 1].include?(active_survey_item)

3
app/models/scale.rb
Unescape View File

@ -25,6 +25,9 @@ class Scale < ApplicationRecord
scope :student_scales, lambda { scope :student_scales, lambda {
where("scale_id LIKE 's-%'") where("scale_id LIKE 's-%'")
} }
scope :parent_scales, lambda {
where("scale_id LIKE 'p-%'")
}
private private

23
app/presenters/measure_presenter.rb
Unescape View File

@ -7,17 +7,20 @@ class MeasurePresenter
@measure = measure @measure = measure
@academic_year = academic_year @academic_year = academic_year
@school = school @school = school
@id = measure_id
@name = measure.name @name = measure.name
@description = measure.description @description = measure.description
end end
def title
"Measure #{measure_id}"
end
def gauge_presenter def gauge_presenter
GaugePresenter.new(zones:, score: score_for_measure.average) GaugePresenter.new(zones:, score: score.average)
end end
def data_item_accordion_id def data_item_accordion_id
"data-item-accordion-#{@measure.measure_id}" "data-item-accordion-#{measure_id}"
end end
def data_item_presenters def data_item_presenters
@ -28,16 +31,16 @@ class MeasurePresenter
end end
end end
def score
@score ||= @measure.score(school: @school, academic_year: @academic_year)
end
private private
def admin_data_items def admin_data_items
measure.admin_data_items measure.admin_data_items
end end
def score_for_measure
@score ||= @measure.score(school: @school, academic_year: @academic_year)
end
def student_survey_items def student_survey_items
measure.student_survey_items measure.student_survey_items
end end
@ -52,17 +55,17 @@ class MeasurePresenter
def student_survey_presenter def student_survey_presenter
StudentSurveyPresenter.new(measure_id:, survey_items: student_survey_items, StudentSurveyPresenter.new(measure_id:, survey_items: student_survey_items,
has_sufficient_data: score_for_measure.meets_student_threshold?, school:, academic_year:) has_sufficient_data: score.meets_student_threshold?, school:, academic_year:)
end end
def teacher_survey_presenter def teacher_survey_presenter
TeacherSurveyPresenter.new(measure_id:, survey_items: teacher_survey_items, TeacherSurveyPresenter.new(measure_id:, survey_items: teacher_survey_items,
has_sufficient_data: score_for_measure.meets_teacher_threshold?, school:, academic_year:) has_sufficient_data: score.meets_teacher_threshold?, school:, academic_year:)
end end
def admin_data_presenter def admin_data_presenter
AdminDataPresenter.new(measure_id:, AdminDataPresenter.new(measure_id:,
admin_data_items:, has_sufficient_data: score_for_measure.meets_admin_data_threshold?, school:, academic_year:) admin_data_items:, has_sufficient_data: score.meets_admin_data_threshold?, school:, academic_year:)
end end
def zones def zones

24
app/presenters/parent_measure_presenter.rb
Unescape View File

@ -1,24 +0,0 @@
# frozen_string_literal: true
class ParentMeasurePresenter < MeasurePresenter
def measure_id
"#{measure.measure_id} (Parent)"
end
def score_for_measure
@measure.parent_score(school: @school, academic_year: @academic_year)
end
def data_item_presenters
[].tap do |array|
array << parent_survey_presenter if measure.parent_survey_items.any?
end
end
private
def parent_survey_presenter
ParentSurveyPresenter.new(measure_id: measure.measure_id, survey_items: measure.parent_survey_items,
has_sufficient_data: true, school:, academic_year:)
end
end

61
app/presenters/parent_scale_presenter.rb
Unescape View File

@ -0,0 +1,61 @@
# frozen_string_literal: true
class ParentScalePresenter < MeasurePresenter
attr_reader :scale, :academic_year, :school, :name, :description
def initialize(scale:, academic_year:, school:)
@scale = scale
@academic_year = academic_year
@school = school
@name = scale.name
@description = scale.description
end
def title
"Scale #{scale.scale_id}"
end
def gauge_presenter
GaugePresenter.new(zones:,
score:)
end
def data_item_accordion_id
"data-item-accordion-#{@scale.scale_id}"
end
def data_item_presenters
[].tap do |array|
array << parent_survey_presenter if scale.survey_items.parent_survey_items.any?
end
end
def score
@score ||= SurveyItemResponse.where(survey_item: scale.survey_items.parent_survey_items, school:,
academic_year:)
.having("count(*) > 10")
.group(:survey_item)
.average(:likert_score)
.values.average
end
private
def scale_id
scale.scale_id
end
def parent_survey_presenter
ParentSurveyPresenter.new(scale_id:, survey_items: scale.survey_items.parent_survey_items,
has_sufficient_data: score.positive?, school:, academic_year:)
end
def zones
Zones.new(
watch_low_benchmark: @scale.measure.watch_low_benchmark,
growth_low_benchmark: @scale.measure.growth_low_benchmark,
approval_low_benchmark: @scale.measure.approval_low_benchmark,
ideal_low_benchmark: @scale.measure.ideal_low_benchmark
)
end
end

9
app/presenters/parent_survey_presenter.rb
Unescape View File

@ -1,10 +1,11 @@
# frozen_string_literal: true # frozen_string_literal: true
class ParentSurveyPresenter < DataItemPresenter class ParentSurveyPresenter < DataItemPresenter
attr_reader :survey_items attr_reader :survey_items, :scale_id
def initialize(measure_id:, survey_items:, has_sufficient_data:, school:, academic_year:) def initialize(scale_id:, survey_items:, has_sufficient_data:, school:, academic_year:)
super(measure_id:, has_sufficient_data:, school:, academic_year:) super(measure_id: scale_id, has_sufficient_data:, school:, academic_year:)
@scale_id = scale_id
@survey_items = survey_items @survey_items = survey_items
end end
@ -13,7 +14,7 @@ class ParentSurveyPresenter < DataItemPresenter
end end
def id def id
"parent-survey-items-#{measure_id}" "parent-survey-items-#{scale_id}"
end end
def reason_for_insufficiency def reason_for_insufficiency

24
app/presenters/subcategory_presenter.rb
Unescape View File

@ -43,22 +43,24 @@ class SubcategoryPresenter
def measure_presenters def measure_presenters
@subcategory.measures.sort_by(&:measure_id).map do |measure| @subcategory.measures.sort_by(&:measure_id).map do |measure|
out = [MeasurePresenter.new(measure:, academic_year: @academic_year, school: @school)] MeasurePresenter.new(measure:, academic_year: @academic_year, school: @school)
if parent_gauges_have_displayable_score?(measure:) end
out << ParentMeasurePresenter.new(measure:, academic_year: @academic_year,
school: @school)
end
out
end.flatten
end end
private def scale_presenters
subcategory.scales.parent_scales.map do |scale|
ParentScalePresenter.new(scale:, academic_year:, school:)
end
end
def parent_gauges_have_displayable_score?(measure:) def show_scale_presenters?
measure.includes_parent_survey_items? && measure.parent_score(school: @school, scale_presenters.any? do |scale_presenter|
academic_year: @academic_year).average.positive? subcategory.scales.parent_scales.count.positive? && scale_presenter.score.positive?
end
end end
private
def admin_data_values_count def admin_data_values_count
@subcategory.measures.map do |measure| @subcategory.measures.map do |measure|
measure.scales.map do |scale| measure.scales.map do |scale|

2
app/views/categories/_measures_section.html.erb
Unescape View File

@ -1,5 +1,5 @@
<div id="<%= measure_presenter.id %>" class="measure-section mx-4"> <div id="<%= measure_presenter.id %>" class="measure-section mx-4">
<p class="construct-id">Measure <%= measure_presenter.id %></p> <p class="construct-id"><%= measure_presenter.title %></p>
<h3 class="measure-description sub-header-4 mb-5 "><%= measure_presenter.name %></h3> <h3 class="measure-description sub-header-4 mb-5 "><%= measure_presenter.name %></h3>
<div> <div>
<%= render partial: "gauge_graph", locals: { gauge: measure_presenter.gauge_presenter, gauge_class: 'gauge-graph-sm', font_class: 'weight-700' } %> <%= render partial: "gauge_graph", locals: { gauge: measure_presenter.gauge_presenter, gauge_class: 'gauge-graph-sm', font_class: 'weight-700' } %>

8
app/views/categories/_subcategory_section.html.erb
Unescape View File

@ -52,4 +52,12 @@
<%= render partial: "measures_section", locals: { measure_presenter: measure_presenter } %> <%= render partial: "measures_section", locals: { measure_presenter: measure_presenter } %>
<% end %> <% end %>
</div> </div>
<% if subcategory.show_scale_presenters? %>
<div class="scale-card d-flex p-7">
<% subcategory.scale_presenters.each do |scale_presenter| %>
<%= render partial: "measures_section", locals: { measure_presenter: scale_presenter } %>
<% end %>
</div>
<% end %>
</section> </section>

505
data/sqm_framework.csv
Unescape View File

@ -1,286 +1,285 @@
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,Next steps - Parent survey,Admin Data Benchmark (Absolute) ,Admin Data Unit (Absolute) ,Item Warning High,Item Watch Low,Item Watch High,Item Growth Low,Item Growth High,Item Approval Low,Item Approval High,Item Ideal Low, Category,Category ID,Category Description,Category Short Description,Subcategory,Subcategory ID,Subcategory Description,Measures,Measure Description,Measure ID,Scale Name,Scale Description,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,Next steps - Parent survey,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,"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,"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,,,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,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 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.",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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,
Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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 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 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 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.",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,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,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,,,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 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,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,"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,"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.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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 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 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,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,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,"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.,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 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 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,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,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,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,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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures 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,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 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,,,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.",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,,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.",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.",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,,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.",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.",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,,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.",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.",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,,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.",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.",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,,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.",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.",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,,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.",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.",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.",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 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,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,,,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.",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.",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.",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.",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.",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.",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.",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.",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-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.",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,Parents,New scale - Social experiences,TRUE,TRUE,"In the last year, my child(ren) has experienced bullying School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,Parents,New scale - Social experiences,TRUE,TRUE,"In the last year, my child(ren) has experienced bullying
and/or harassment at school.",,,,,,,,p-socx-q1,,,,Q7,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, and/or harassment at school.",,,,,,,,p-socx-q1,,,,Q7,Update survey item ID in qualtrics,,,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,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,Parents,New scale - Social experiences,TRUE,TRUE,"I am concerned about my child(ren)'s physical safety at
school.",,,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, school.",,,,,,,,p-socx-q2,,,,Q42,Update survey item ID in qualtrics,,,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,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) enjoy going to school on most days.,,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) enjoy going to school on most days.,,,,,,,,p-socx-q3,,,,Q15,Update survey item ID in qualtrics,,,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,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) have friends at school.,,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,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,Social Experiences - Parent,Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. ,Parents,New scale - Social experiences,TRUE,TRUE,My child(ren) have friends at school.,,,,,,,,p-socx-q4,,,,Q101,Update survey item ID in qualtrics,,,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,Parents,New scale - Social support,TRUE,TRUE,"There are counselors available to help my child(ren) when School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",Parents,New scale - Social support,TRUE,TRUE,"There are counselors available to help my child(ren) when
they struggle with their emotions.",,,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, they struggle with their emotions.",,,,,,,,p-sosu-q1,,,,Q43,Update survey item ID in qualtrics,,,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,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) felt bullied or harassed, I would know who School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) felt bullied or harassed, I would know who
to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, to talk to at the school.",,,,,,,,p-sosu-q2,,,,Q10,Update survey item ID in qualtrics,,,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,Parents,New scale - Social support,TRUE,TRUE,This school values my child(ren)'s emotional well being.,,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",Parents,New scale - Social support,TRUE,TRUE,This school values my child(ren)'s emotional well being.,,,,,,,,p-sosu-q3,,,,Q11,Update survey item ID in qualtrics,,,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,Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) or I had concerns about physical safety, I School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,Social Support - Parent,"Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. ",Parents,New scale - Social support,TRUE,TRUE,"If my child(ren) or I had concerns about physical safety, I
would know who to talk to at the school.",,,,,,,,p-sosu-q4,,,,Q6,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51, would know who to talk to at the school.",,,,,,,,p-sosu-q4,,,,Q6,Update survey item ID in qualtrics,,,2.78,2.79,3.29,3.3,3.79,3.8,4.5,4.51,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,Student Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 and teacher 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 and teacher 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 and teacher 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 and teacher 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 and teacher 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 and teacher 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 and teacher 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 Sense of Belonging,"Draws on anonymous student and teacher 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, 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
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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 Sense of Belonging,"Draws on anonymous student and teacher 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-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,"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,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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,,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.",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 and teacher 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.",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.",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 and teacher 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.",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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,FALSE,TRUE,"My teachers ask me to explain my thinking. School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
","My teachers ask me to explain my thinking. School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
",,,,,,,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.",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.",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,,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.",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.",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,,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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,,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,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,,,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,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 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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,,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,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 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 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 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 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 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.,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.,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.,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.,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.,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,"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,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,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,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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,,,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,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,,,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,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,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,"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 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.",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.",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.",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.",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.",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 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,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,"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,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,,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,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,,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,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,,,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,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,,,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,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,"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,"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 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.",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.",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.",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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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, Teachers & Leadership,1,"Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth.",Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals.,Teachers & The Teaching Environment,1A,"Seeks to determine the degree to which 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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,,,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,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,,,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,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 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 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 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.",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.",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.",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.",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.",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.",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.",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 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 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 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.",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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,Parents,New scale - teacher communication,TRUE,TRUE,"There are adequate opportunities to meet with my
child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, child(ren)'s teacher(s), e.g., parent-teacher conferences?",,,,,,,,p-tcom-q1,,,,Q20,Update survey item ID in qualtrics,,,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,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)?,,,,,,,,p-tcom-q2,,,,Q20,Update survey item ID in qualtrics,,,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,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,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,Teacher Communication - Parent,Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. ,Parents,New scale - teacher communication,TRUE,TRUE,"I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to.",,,,,,,,p-tcom-q3,,,,Q100,Update survey item ID in qualtrics,,,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 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,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,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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Parents,Confirmed by EFA,TRUE,TRUE,"I know who to contact when I have a school-related Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",Parents,Confirmed by EFA,TRUE,TRUE,"I know who to contact when I have a school-related
question.",,,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, question.",,,,,,,,p-comm-q1,,,,Q17,Update survey item ID in qualtrics,,,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,Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",Parents,confirmed by EFA,TRUE,TRUE,"I know how to find important information and news about
my child(ren)'s school.",,,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, my child(ren)'s school.",,,,,,,,p-comm-q2,,,,Q31,Update survey item ID in qualtrics,,,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,Parents,confirmed by EFA,TRUE,TRUE,"In general, when I ask a question, I get a response in a Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",Parents,confirmed by EFA,TRUE,TRUE,"In general, when I ask a question, I get a response in a
timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, timely fashion.",,,,,,,,p-comm-q3,,,,Q66,Update survey item ID in qualtrics,,,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,Parents,confirmed by EFA,TRUE,TRUE,"The current emailed newsletters (from the principal, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,School-Family Communication - Parent,"Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. ",Parents,confirmed by EFA,TRUE,TRUE,"The current emailed newsletters (from the principal,
superintendent, PTO, school counselors, etc.) are effective superintendent, PTO, school counselors, etc.) are effective
in sharing information with the community.",,,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, in sharing information with the community.",,,,,,,,p-comm-q4,,,,Q33,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"I feel welcome at my child(ren)'s school, e.g., when I visit for Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,Parents,Confirmed by EFA,TRUE,TRUE,"I feel welcome at my child(ren)'s school, e.g., when I visit for
events or drop in to ask a question.",,,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, events or drop in to ask a question.",,,,,,,,p-valm-q1,,,,Q24,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,Parents,Confirmed by EFA,TRUE,TRUE,"I have opportunities to participate in making decisions that
affect the school community, e.g., planning a school event, affect the school community, e.g., planning a school event,
spending PTA funds, reviewing school improvement plans, spending PTA funds, reviewing school improvement plans,
hiring key school or district leaders.",,,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, hiring key school or district leaders.",,,,,,,,p-valm-q2,,,,Q26,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"I feel comfortable sharing any concerns with the staff at my Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,Parents,Confirmed by EFA,TRUE,TRUE,"I feel comfortable sharing any concerns with the staff at my
child(ren)'s school.",,,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, child(ren)'s school.",,,,,,,,p-valm-q3,,,,Q25,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"The staff at my child(ren)'s school value me as a partner in Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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,Parents as Valued Community Members - Parent,Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. ,Parents,Confirmed by EFA,TRUE,TRUE,"The staff at my child(ren)'s school value me as a partner in
my child's learning.",,,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41, my child's learning.",,,,,,,,p-valm-q4,,,,Q45,Update survey item ID in qualtrics,,,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,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,,,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? 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?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year? ","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
",t-sach-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, ",t-sach-q1,,,,#N/A,,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51,
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,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 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. ,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. ,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,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning at school.,,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning at school.,,,,,,,,p-acpr-q1,,,,Q35,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning skills they will need later in life.,,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,Parents,Confirmed by EFA,TRUE,TRUE,My child(ren) are learning skills they will need later in life.,,,,,,,,p-acpr-q2,,,,Q36,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are engaged in challenging academic work 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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are engaged in challenging academic work
on a regular basis in school.",,,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, on a regular basis in school.",,,,,,,,p-acpr-q3,,,,Q38,Update survey item ID in qualtrics,,,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,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are excited to engage in activities and 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,Student Academic Progress - Parent,Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. ,Parents,Confirmed by EFA,TRUE,TRUE,"My child(ren) are excited to engage in activities and
learning at school.",,,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51, learning at school.",,,,,,,,p-acpr-q4,,,,Q103,Update survey item ID in qualtrics,,,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.",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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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 Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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 School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
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,"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,"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.",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 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 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 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.",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.,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,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, 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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.",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,"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.",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.",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.",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.",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.",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.",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.",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.",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.",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.",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.,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.,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,,,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.",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.",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 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.,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.",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.",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.",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.",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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,FALSE,TRUE,"My teachers ask me to explain my thinking.
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, ","My teachers ask me to explain my thinking.
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, ",,,,,,,s-acpr-es2,,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",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, School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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,,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,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
,,,,,,,,,,No source,Scraps,,,The school values my family’s background,,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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,
,,,,,,,,,,,,No source,Scraps,,,The school values my family’s background,,,,,,,,p-scrp-q3,,,,Q13,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
from racial and social backgrounds that differ from our from racial and social backgrounds that differ from our
family's backgrounds.",,,,,,,,p-cure-q1,,,,Q104,Discuss improvements with Maynard DEI,,,,,,,,,,, family's backgrounds.",,,,,,,,p-cure-q1,,,,Q104,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to make friends with Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to make friends with
others from different racial or social backgrounds at others from different racial or social backgrounds at
school.",,,,,,,,p-cure-q2,,,,Q47,Discuss improvements with Maynard DEI,,,,,,,,,,, school.",,,,,,,,p-cure-q2,,,,Q47,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,,,No source,Low alpha,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are similar to them in the school curriculum.",,,,,,,,p-cure-q3,,,,Q48,Discuss improvements with Maynard DEI,,,,,,,,,,, who are similar to them in the school curriculum.",,,,,,,,p-cure-q3,,,,Q48,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,No source,High number of n/a's in pilot administration,FALSE,FALSE,"My child(ren) have opportunities to learn about people Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy 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.",Culturally Responsive Curriculum,Draws on anonymous parent reports about the cultural responsiveness of the curriculum.,,,,No source,High number of n/a's in pilot administration,FALSE,FALSE,"My child(ren) have opportunities to learn about people
who are different from them in the school curriculum",,,,,,,,p-cure-q4,,,,Q86,Discuss improvements with Maynard DEI,,,,,,,,,,, who are different from them in the school curriculum",,,,,,,,p-cure-q4,,,,Q86,Discuss improvements with Maynard DEI,,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,"School events are scheduled during days and times that I Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,,,No source,Event scale,FALSE,FALSE,"School events are scheduled during days and times that I
am able to attend.",,,,,,,,p-evnt-q1,,,,Q44,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,, am able to attend.",,,,,,,,p-evnt-q1,,,,Q44,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.,,,,,,,,p-evnt-q2,,,,Q16,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,,,No source,Event scale,FALSE,FALSE,My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school.,,,,,,,,p-evnt-q2,,,,Q16,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?,,,,,,,,p-evnt-q3,,,,Q23,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)?,,,,,,,,p-evnt-q3,,,,Q23,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?,,,,,,,,p-evnt-q4,,,,Q29,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,, Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","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.",School Events,Draws on anonymous parent reports about the accessibility of school sponsored events. ,,,,No source,Event scale,FALSE,FALSE,How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement?,,,,,,,,p-evnt-q4,,,,Q29,Update survey item ID in qualtrics (but do not display on dashboard),,,,,,,,,,,
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 parent reports about student physical safety. ,,No source,Scale of its own,FALSE,FALSE,"The level of substance abuse is a problem at my School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 parent reports about student physical safety. ,,,,No source,Scale of its own,FALSE,FALSE,"The level of substance abuse is a problem at my
child(ren)'s school.",,,,,,,,p-phys-q3,,,,Q102,Discuss improvements with Maynard DEI,,,,,,,,,,, child(ren)'s school.",,,,,,,,p-phys-q3,,,,Q102,Discuss improvements with Maynard DEI,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,"My child(ren) have at least one adult at the school that Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,,,No source,Scraps,FALSE,FALSE,"My child(ren) have at least one adult at the school that
they trust.",,,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,, they trust.",,,,,,,,p-scrp-q1,,,,Q19,Nix this one - low factor loading,,,,,,,,,,,
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,No source,Scraps,FALSE,FALSE,The school values my family’s beliefs.,,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,, Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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.",Supportive Environment,Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health,,,,No source,Scraps,FALSE,FALSE,The school values my family’s beliefs.,,,,,,,,p-scrp-q2,,,,Q84,Discuss improvements with Maynard DEI,,,,,,,,,,,

1 Category Category ID Category Description Category Short Description Subcategory Subcategory ID Subcategory Description Measures Measure Description Measure ID Scale Name Scale Description 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 Next steps - Parent survey Admin Data Benchmark (Absolute) Admin Data Unit (Absolute) Item Warning High Item Watch Low Item Watch High Item Growth Low Item Growth High Item Approval Low Item Approval High Item Ideal Low
2 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
3 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
4 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
5 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
6 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
7 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
8 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE TRUE Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? Overall, how much have you learned from your teacher? How much do you see yourself as a learner? s-peff-q1 s-vale-q4 Q10 Q55 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
9 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE TRUE For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? For this class, how clearly does your teacher present the information that you need to learn? How much do you enjoy learning in school? s-peff-q2 s-vale-q3 X Q11 Q54 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
10 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE TRUE When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? When you need extra help, how good is your teacher at giving you that help? How curious are you to learn more about things you talked about in school? s-peff-q3 s-vale-q2 Q12 Q53 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
11 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE TRUE How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? How well can your teacher tell whether or not you understand a topic? Overall, how important is school to you? s-peff-q4 s-vale-q1 Q14 Q50 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
12 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE FALSE TRUE How interesting does your teacher make the things you are learning? I wonder about things, am curious, and want to learn more. How interesting does your teacher make the things you are learning? I wonder about things, am curious, and want to learn more. 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 s-vale-es8 Q15 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
13 Teachers & Leadership School Culture 1 2 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Measures the degree to which the school environment is safe, caring, and academically-oriented. Teachers & The Teaching Environment Academic Orientation 1A 2C Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Effective Practices Valuing of Learning Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 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. 1A-ii 2C-i Students TRUE FALSE TRUE How good is your teacher at helping you learn? I am a good citizen. How good is your teacher at helping you learn? I am a good citizen. 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 s-vale-es7 X Q16 2.48 2.68 2.49 2.69 2.99 3.19 3 3.2 3.49 3.69 3.5 3.7 4.7 4.5 4.71 4.51
14 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
15 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
16 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
17 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
18 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
19 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
20 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
21 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
22 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
23 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
24 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
25 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Teachers & The Teaching Environment 1A Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. 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
26 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
27 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
28 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
29 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
30 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
31 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
32 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
33 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
34 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
35 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
36 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
37 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
38 Teachers & Leadership 1 Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Leadership 1B Seeks to determine how well school leadership supports teachers and enables them to do their work. It includes measures of effective leadership and support for teaching development & growth. 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
39 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 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
40 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 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
41 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 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
42 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Physical Safety Valuing of Learning Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 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. 2A-i 2C-i Students TRUE FALSE TRUE How often do you worry about violence at your school? I am a scientist. How often do you worry about violence at your school? I am a scientist. 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 s-vale-es6 X Q40 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
43 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Physical Safety Valuing of Learning Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 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. 2A-i 2C-i Students TRUE FALSE TRUE How often do students get into physical fights at your school? I am a mathematician. How often do students get into physical fights at your school? I am a mathematician. 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 s-vale-es5 X Q41 . 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
44 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Physical Safety Valuing of Learning Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 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. 2A-i 2C-i Students TRUE FALSE TRUE Overall, how physically safe do you feel at school? I am a reader. Overall, how physically safe do you feel at school? I am a reader. 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 s-vale-es4 Q42 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
45 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Physical Safety Valuing of Learning Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 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. 2A-i 2C-i Students TRUE FALSE TRUE How often do you feel like you might be harmed by someone at school? I enjoy learning new things at school. How often do you feel like you might be harmed by someone at school? I enjoy learning new things 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 s-vale-es3 X X Q43 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
46 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Emotional Safety Valuing of Learning Draws on anonymous student and teacher reports about the nature of student relationships with each other. 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. 2A-ii 2C-i Students TRUE FALSE TRUE How often are students unkind to each other at this school? School is important to my family. How often are students unkind to each other at this school? School is important to my family. 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 s-vale-es2 X X Q7 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
47 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Academic Orientation 2A 2C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student Emotional Safety Valuing of Learning Draws on anonymous student and teacher reports about the nature of student relationships with each other. 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. 2A-ii 2C-i Students TRUE FALSE TRUE How often are students at this school unkind to each other online? School is important to me. How often are students at this school unkind to each other online? School is important to me. 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 s-vale-es1 X Q8 2.78 2.68 2.79 2.69 3.29 3.19 3.3 3.2 3.79 3.69 3.8 3.7 4.5 4.51
48 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students TRUE TRUE How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How much bullying occurs at this school? If you had something on your mind, how carefully would your teacher listen to you? How often do you observe students teasing other students at your school? (NOT USED IN THE SCORE) If you had something on your mind, how carefully would your teacher listen to you? s-emsa-q3 s-tint-q5 X Q9 Q21 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51
49 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 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
50 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. 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
51 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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
52 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students FALSE TRUE TRUE Some kids get picked on at my school. If you came back to visit class three years from now, how excited would your teacher be to see you? Some kids get picked on at my school. 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-emsa-es1 s-tint-q4 X Q20 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 s-emsa-es1
53 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students FALSE TRUE TRUE At my school, I see kids acting in an unsafe or unkind way. If you walked into class upset, how concerned would your teacher be? At my school, I see kids acting in an unsafe or unkind way. 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-emsa-es2 s-tint-q3 X Q19 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 s-emsa-es2
54 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students FALSE TRUE TRUE At my school, I see many acts of kindness. How interested in your teacher in what you do outside of class? At my school, I see many acts of kindness. 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-emsa-es3 s-tint-q2 Q18 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 s-emsa-es3
55 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students FALSE TRUE TRUE No one has hurt my feelings using technology (on an ipad or phone). When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? No one has hurt my feelings using technology (on an ipad or phone). 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-emsa-es4 s-tint-q1 X Q17 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 s-emsa-es4
56 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety Relationships 2A 2B Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Emotional Safety Student-Teacher Relationships Draws on anonymous student and teacher reports about the nature of student relationships with each other. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2A-ii 2B-ii Students FALSE TRUE At my school, it is okay to be different or unique. My school is kind to students who come from another country or speak another language. At my school, it is okay to be different or unique. My school is kind to students who come from another country or speak another language. s-emsa-es5 s-tint-es8 2.78 2.23 2.79 2.24 3.29 2.74 3.3 2.75 3.79 3.24 3.8 3.25 4.5 4.51 s-emsa-es5 s-tint-es8
57 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Safety 2A Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Student Emotional Safety Draws on anonymous student and teacher reports about the nature of student relationships with each other. 2A-ii Social Experiences - Parent Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. Parents New scale - Social experiences TRUE TRUE In the last year, my child(ren) has experienced bullying and/or harassment at school. p-socx-q1 Q7 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
58 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Experiences - Parent Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. Parents New scale - Social experiences TRUE TRUE I am concerned about my child(ren)'s physical safety at school. p-socx-q2 Q42 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
59 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Experiences - Parent Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. Parents New scale - Social experiences TRUE TRUE My child(ren) enjoy going to school on most days. p-socx-q3 Q15 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
60 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Experiences - Parent Draws on anonymous parent reports about their perceptions of school safety as well as their child(ren)'s friendships and encouters with bullying at school. Parents New scale - Social experiences TRUE TRUE My child(ren) have friends at school. p-socx-q4 Q101 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
61 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Support - Parent Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. Parents New scale - Social support TRUE TRUE There are counselors available to help my child(ren) when they struggle with their emotions. p-sosu-q1 Q43 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
62 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Support - Parent Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. Parents New scale - Social support TRUE TRUE If my child(ren) felt bullied or harassed, I would know who to talk to at the school. p-sosu-q2 Q10 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
63 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Support - Parent Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. Parents New scale - Social support TRUE TRUE This school values my child(ren)'s emotional well being. p-sosu-q3 Q11 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
64 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Social Support - Parent Draws on anonymous parent reports about whether the school values student physical and emotional safety, including whether school staff help ensure student safety at school. Parents New scale - Social support TRUE TRUE If my child(ren) or I had concerns about physical safety, I would know who to talk to at the school. p-sosu-q4 Q6 Update survey item ID in qualtrics 2.78 2.79 3.29 3.3 3.79 3.8 4.5 4.51
65 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE I am happy when I am at school. My teachers help students when English is hard for them to speak or to understand. I am happy when I am at school. My teachers help students when English is hard for them to speak or to understand. s-sbel-es1 s-tint-es7 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es7
66 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE I am happy when I am in class. My teacher helps me when I have a problem. I am happy when I am in class. My teacher helps me when I have a problem. s-sbel-es10 s-tint-es5 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es5
67 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE My teacher gives all students help when they need it. My teacher listens to me when I talk to them. My teacher gives all students help when they need it. My teacher listens to me when I talk to them. s-sbel-es11 s-tint-es4 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es4
68 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE I have friends in my classroom. My teacher cares about me when I am sick or upset. I have friends in my classroom. My teacher cares about me when I am sick or upset. s-sbel-es2 s-tint-es3 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es3
69 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE I have friends at recess. My teacher asks what I like to do outside of school. I have friends at recess. My teacher asks what I like to do outside of school. s-sbel-es3 s-tint-es2 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es2
70 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Student-Teacher Relationships Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. 2B-i 2B-ii Students FALSE TRUE Grownups at this school like me for who I am. I share what I do outside of school with my teacher. Grownups at this school like me for who I am. I share what I do outside of school with my teacher. s-sbel-es4 s-tint-es1 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es1
71 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Relationships Facilities & Personnel 2B 3A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Student Sense of Belonging Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 2B-i 3A-ii Students FALSE TRUE TRUE Students at this school like me for who I am When you need help learning something, is there an adult at school other than your teacher who can work with you? Students at this school like me for who I am 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-sbel-es5 s-sust-q2 Q57 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.25 4.51 4.26
72 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Relationships Facilities & Personnel 2B 3A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Student Sense of Belonging Content Specialists & Support Staff Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. 2B-i 3A-ii Students FALSE TRUE TRUE Grownups treat students with respect. 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? Grownups treat students with respect. 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-sbel-es6 s-sust-q1 X Q56 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.5 4.25 4.51 4.26
73 School Culture Academic Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students FALSE TRUE TRUE Students treat each other with respect. How often do you get so focused on class activities that you lose track of time? Students treat each other with respect. 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-sbel-es7 s-sten-q3 Q29 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41
74 School Culture Academic Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students FALSE TRUE TRUE There are grownups at my school who care about me. Overall, how interested are you in this class? There are grownups at my school who care about me. 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-sbel-es8 s-sten-q2 X Q28 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41
75 School Culture Academic Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students FALSE TRUE TRUE My teacher gives me help when I need it. How excited are you about going to this class? My teacher gives me help when I need it. 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-sbel-es9 s-sten-q1 Q27 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41
76 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students TRUE FALSE TRUE Overall, how much do you feel like you belong at your school? There are times when I get to share my ideas with my classmates. Overall, how much do you feel like you belong at your school? There are times when I get to share my ideas with my classmates. 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 s-sten-es7 Q44 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es7
77 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students TRUE FALSE TRUE At your school, how accepted do you feel by the other students? There are times when I have choices about what I learn. At your school, how accepted do you feel by the other students? There are times when I have choices about what I learn. 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 s-sten-es6 X Q45 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es6
78 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students TRUE FALSE TRUE How well do people at your school understand you? Most of the time, I am excited about learning. How well do people at your school understand you? Most of the time, I am excited about learning. 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 s-sten-es5 Q46 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es5
79 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students TRUE FALSE TRUE How much respect do students in your school show you? I get to learn about things that I am interested in at my school. How much respect do students in your school show you? I get to learn about things that I am interested in at my school. How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How 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 s-sten-es4 Q48 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es4
80 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student Sense of Belonging Engagement In School Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-i 4B-i Students TRUE FALSE TRUE How connected do you feel to the adults at your school? I am excited to come to school. How connected do you feel to the adults at your school? I am excited to come to 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 s-sten-es3 Q49 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es3
81 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Draws on anonymous student and teacher 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
82 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Draws on anonymous student and teacher 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
83 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Draws on anonymous student and teacher 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
84 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships 2B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Student Sense of Belonging Draws on anonymous student and teacher 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
85 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student-Teacher Relationships Engagement In School Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-ii 4B-i Students TRUE FALSE TRUE When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? I like my class. When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? I like my class. When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer? s-tint-q1 s-sten-es2 X Q17 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es2
86 School Culture Perceptions of Learning 2 4 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Relationships Student Commitment To Learning 2B 4B Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Student-Teacher Relationships Engagement In School Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of focus, participation, and interest in class. 2B-ii 4B-i Students TRUE FALSE TRUE How interested in your teacher in what you do outside of class? The school day goes by fast. How interested in your teacher in what you do outside of class? The school day goes by fast. How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey) How interested is your teacher in what you do outside of class? How interested is your teacher in what you do outside of class? s-tint-q2 s-sten-es1 Q18 2.23 2.38 2.24 2.39 2.74 2.89 2.75 2.9 3.24 3.39 3.25 3.4 4.5 4.4 4.51 4.41 s-sten-es1
87 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Civic Engagement 2B 5A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are 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. Student-Teacher Relationships Appreciation For Diversity Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 2B-ii 5A-i Students TRUE TRUE If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? If you walked into class upset, how concerned would your teacher be? In general, how often do you try to understand how other people see things? s-tint-q3 s-sper-q4 X Q19 Q62 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.4 4.51 4.41
88 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Civic Engagement 2B 5A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are 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. Student-Teacher Relationships Appreciation For Diversity Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 2B-ii 5A-i Students TRUE TRUE If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? If you came back to visit class three years from now, how excited would your teacher be to see you? How often do you try to figure out what motivates others to behave as they do? s-tint-q4 s-sper-q3 Q20 Q61 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.4 4.51 4.41
89 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Civic Engagement 2B 5A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are 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. Student-Teacher Relationships Appreciation For Diversity Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 2B-ii 5A-i Students TRUE TRUE If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? If you had something on your mind, how carefully would your teacher listen to you? Overall, how often do you try to understand the point of view of other people? s-tint-q5 s-sper-q2 Q21 Q60 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.4 4.51 4.41
90 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Relationships Civic Engagement 2B 5A Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which students are 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. Student-Teacher Relationships Appreciation For Diversity Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. 2B-ii 5A-i Students FALSE TRUE TRUE I share what I do outside of school with my teacher. How often do you try to think of more than one explanation for why someone else acted as they did? I share what I do outside of school with my teacher. 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-tint-es1 s-sper-q1 Q59 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.5 4.4 4.51 4.41 s-tint-es1
91 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students FALSE TRUE TRUE My teacher asks what I like to do outside of school. How much respect do students in your school show you? My teacher asks what I like to do outside of school. How much respect do students in your school show you? How much respect do students in your school show you? How much respect do students in your school show you? How 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-tint-es2 s-sbel-q4 Q48 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es2
92 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students FALSE TRUE TRUE My teacher cares about me when I am sick or upset. How well do people at your school understand you? My teacher cares about me when I am sick or upset. 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-tint-es3 s-sbel-q3 Q46 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es3
93 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students FALSE TRUE TRUE My teacher listens to me when I talk to them. At your school, how accepted do you feel by the other students? My teacher listens to me when I talk to them. 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-tint-es4 s-sbel-q2 X Q45 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es4
94 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students FALSE TRUE TRUE My teacher helps me when I have a problem. Overall, how much do you feel like you belong at your school? My teacher helps me when I have a problem. 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-tint-es5 s-sbel-q1 Q44 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es5
95 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Student Sense of Belonging Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2B-ii 2B-i Students FALSE TRUE My teachers help students when English is hard for them to speak or to understand. My teacher gives me help when I need it. My teachers help students when English is hard for them to speak or to understand. My teacher gives me help when I need it. s-tint-es7 s-sbel-es9 2.23 2.24 2.74 2.75 3.24 3.25 4.5 4.51 s-tint-es7
96 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Relationships Academic Orientation 2B 2C Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Student-Teacher Relationships Valuing of Learning Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers. Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. 2B-ii 2C-i Students Admin Data MA DESE, 2019-20 FALSE TRUE TRUE My school is kind to students who come from another country or speak another language. Chronic absence rate My school is kind to students who come from another country or speak another language. Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate Chronic absence rate s-tint-es8 a-vale-i1 X #N/A 10 number 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.5 4.8 4.51 4.81 s-tint-es8
97 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. 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 Constructed by MCIEA staff TRUE TRUE Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance Chronic absence rate Average daily attendance a-vale-i1 a-vale-i2 X #N/A 10 90 number 2.98 2.99 3.49 3.5 3.99 4 4.8 4.81
98 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Admin Data Students Constructed by MCIEA staff TRUE FALSE TRUE Average daily attendance There are grownups at my school who care about me. Average daily attendance There are grownups at my school who care about me. Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance Average daily attendance a-vale-i2 s-sbel-es8 #N/A 90 number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.8 4.5 4.81 4.51
99 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE School is important to me. Students treat each other with respect. School is important to me. Students treat each other with respect. s-vale-es1 s-sbel-es7 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
100 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE School is important to my family. Grownups treat students with respect. School is important to my family. Grownups treat students with respect. s-vale-es2 s-sbel-es6 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
101 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I enjoy learning new things at school. Students at this school like me for who I am I enjoy learning new things at school. Students at this school like me for who I am s-vale-es3 s-sbel-es5 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
102 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I am a reader. Grownups at this school like me for who I am. I am a reader. Grownups at this school like me for who I am. s-vale-es4 s-sbel-es4 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
103 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I am a mathematician. I have friends at recess. I am a mathematician. I have friends at recess. s-vale-es5 s-sbel-es3 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
104 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I am a scientist. I have friends in my classroom. I am a scientist. I have friends in my classroom. s-vale-es6 s-sbel-es2 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
105 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I am a good citizen. My teacher gives all students help when they need it. I am a good citizen. My teacher gives all students help when they need it. s-vale-es7 s-sbel-es11 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
106 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students FALSE TRUE I wonder about things, am curious, and want to learn more. I am happy when I am in class. I wonder about things, am curious, and want to learn more. I am happy when I am in class. s-vale-es8 s-sbel-es10 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
107 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Relationships 2C 2B Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. Valuing of Learning Student Sense of Belonging Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student and teacher reports about the degree to which they feel understood, supported, and accepted by students and adults at the school. 2C-i 2B-i Students TRUE FALSE TRUE Overall, how important is school to you? I am happy when I am at school. Overall, how important is school to you? I am happy when I am at school. 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 s-sbel-es1 Q50 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.51
108 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Academic Orientation Health 2C 5D Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Valuing of Learning Social & Emotional Health Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2C-i 5D-i Students TRUE TRUE How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? How curious are you to learn more about things you talked about in school? On a normal day in school, how much are you able to concentrate? s-vale-q2 s-poaf-q4 Q53 Q72 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.3 4.51 4.31
109 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Academic Orientation Health 2C 5D Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Valuing of Learning Social & Emotional Health Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2C-i 5D-i Students TRUE TRUE How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? How much do you enjoy learning in school? On a normal day in school, how confident do you feel? s-vale-q3 s-poaf-q3 X Q54 Q71 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.3 4.51 4.31
110 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Academic Orientation Health 2C 5D Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Valuing of Learning Social & Emotional Health Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2C-i 5D-i Students TRUE TRUE How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? How much do you see yourself as a learner? How often are you enthusiastic at school? s-vale-q4 s-poaf-q2 Q55 Q70 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.3 4.51 4.31
111 School Culture Community & Wellbeing 2 5 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Academic Orientation Health 2C 5D Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Academic Challenge Social & Emotional Health Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 2C-ii 5D-i Students FALSE TRUE TRUE My teachers encourage me to do my best. On a regular day at school, how often do you feel relaxed? My teachers encourage me to do my best. 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-acpr-es1 s-poaf-q1 Q69 2.68 2.23 2.69 2.24 3.19 2.74 3.2 2.75 3.69 3.24 3.7 3.25 4.5 4.3 4.51 4.31
112 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i Students FALSE TRUE TRUE My teachers ask me to explain my thinking. How often do you feel like you might be harmed by someone at school? My teachers ask me to explain my thinking. 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-acpr-es2 s-phys-q4 X X Q43 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
113 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i Students FALSE TRUE TRUE My teachers keep helping me until I understand. Overall, how physically safe do you feel at school? My teachers keep helping me until I understand. 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-acpr-es3 s-phys-q3 Q42 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
114 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i Students FALSE TRUE TRUE I get help whenever I feel like I can't do it. How often do students get into physical fights at your school? I get help whenever I feel like I can't do it. 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-acpr-es4 s-phys-q2 X Q41 . 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
115 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the degree to which the school environment is safe, caring, and academically-oriented. Academic Orientation Safety 2C 2A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Academic Challenge Student Physical Safety Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about the degree to which they feel physically safe at school. It also measures the use of exclusionary discipline at the school. 2C-ii 2A-i Students TRUE TRUE How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? How much does your teacher encourage you to do your best? How often do you worry about violence at your school? s-acpr-q1 s-phys-q1 X X Q22 Q40 2.68 2.78 2.69 2.79 3.19 3.29 3.2 3.3 3.69 3.79 3.7 3.8 4.5 4.51
116 School Culture Teachers & Leadership 2 1 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Academic Orientation Teachers & The Teaching Environment 2C 1A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Academic Challenge Effective Practices Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 2C-ii 1A-ii Students TRUE TRUE When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? How good is your teacher at helping you learn? s-acpr-q2 s-peff-q6 X Q23 Q16 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.7 4.51 4.71
117 School Culture Teachers & Leadership 2 1 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Academic Orientation Teachers & The Teaching Environment 2C 1A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Academic Challenge Effective Practices Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 2C-ii 1A-ii Students TRUE TRUE How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? How often does your teacher ask you to explain your answers? How interesting does your teacher make the things you are learning? s-acpr-q3 s-peff-q5 Q24 Q15 2.68 2.48 2.69 2.49 3.19 2.99 3.2 3 3.69 3.49 3.7 3.5 4.5 4.7 4.51 4.71
118 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 Teachers TRUE TRUE How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? How well does your school foster academic challenge for all students? How often does your teacher take time to make sure you understand the material? Not in the 16-17 Surveys s-acpr-q4 t-acch-q1 Q26 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
119 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? How well does your school foster academic challenge for all students? How effectively does your school challenge students who are struggling academically? Not in the 16-17 Surveys t-acch-q1 t-acch-q2 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
120 School Culture 2 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors 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 thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? How effectively does your school challenge students who are struggling academically? How effectively does your school challenge students who are thriving academically? Not in the 16-17 Surveys t-acch-q2 t-acch-q3 #N/A 2.68 2.69 3.19 3.2 3.69 3.7 4.5 4.51
121 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Academic Orientation Facilities & Personnel 2C 3A Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Academic Challenge Physical Space & Materials Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. 2C-ii 3A-i Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size How effectively does your school challenge students who are thriving academically? Average class size Not in the 16-17 Surveys Average class size t-acch-q3 a-reso-i1 X #N/A 20 number 2.68 2.98 2.69 2.99 3.19 3.49 3.2 3.5 3.69 3.99 3.7 4 4.5 4.8 4.51 4.81
122 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Teachers Constructed by MCIEA staff TRUE TRUE Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? Average class size How adequate is your access to the materials you need to effectively teach? a-reso-i1 t-reso-q1 X #N/A 20 number 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.8 4.25 4.81 4.26
123 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? How adequate is your access to the materials you need to effectively teach? How adequate is your access to the technology you need to effectively teach? t-reso-q1 t-reso-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
124 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? How adequate is your access to the technology you need to effectively teach? How adequate is the support you receive for using technology? t-reso-q2 t-reso-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
125 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 sufficient is the physical space for in-school activities? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for in-school activities during the pandemic? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? How adequate is the support you receive for using technology? How sufficient is the physical space for school activities? t-reso-q3 t-reso-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
126 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 well-maintained are school facilities? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for in-school activities during the pandemic? How well-maintained are school facilities during the pandemic? How sufficient is the physical space for school activities? How well-maintained are school facilities? How sufficient is the physical space for school activities? How well-maintained are school facilities? How sufficient is the physical space for school activities? How well-maintained are school facilities? t-reso-q4 t-reso-q5 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
127 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Content Specialists & Support Staff Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size. Draws on anonymous student 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-i 3A-ii Teachers Admin Data American School Counselor Association (2005) TRUE TRUE How well-maintained are school facilities? Student to guidance counselor ratio (HS only) How well-maintained are school facilities during the pandemic? Student to guidance counselor ratio (HS only) How well-maintained are school facilities during the pandemic? Student to guidance counselor ratio How well-maintained are school facilities during the pandemic? Student to guidance counselor ratio How well-maintained are school facilities during the pandemic? Student to guidance counselor ratio How well-maintained are school facilities? Student to guidance counselor ratio How well-maintained are school facilities? Student to guidance counselor ratio How well-maintained are school facilities? Student to guidance counselor ratio t-reso-q5 a-sust-i1 X #N/A 250 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.9 4.26 4.91
128 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 mental health counselor ratio Student to guidance counselor ratio (HS only) Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio Student to guidance counselor ratio Student to mental health counselor ratio a-sust-i1 a-sust-i2 X #N/A 250 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
129 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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) NCES, 2007-08 TRUE TRUE Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio Student to mental health counselor ratio Student to instructional support staff ratio a-sust-i2 a-sust-i3 X #N/A 250 43.4 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
130 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Constructed by MCIEA staff TRUE TRUE Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio Student to instructional support staff ratio Student to art teacher ratio a-sust-i3 a-sust-i4 X #N/A 43.4 500 ratio 2.98 2.99 3.49 3.5 3.99 4 4.9 4.91
131 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Facilities & Personnel Teachers & The Teaching Environment 3A 1A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Content Specialists & Support Staff Effective Practices Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3A-ii 1A-ii Admin Data Students Constructed by MCIEA staff TRUE TRUE Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? Student to art teacher ratio How well can your teacher tell whether or not you understand a topic? a-sust-i4 s-peff-q4 X #N/A Q14 500 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.9 4.7 4.91 4.71
132 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Facilities & Personnel Teachers & The Teaching Environment 3A 1A Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Content Specialists & Support Staff Effective Practices Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3A-ii 1A-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 need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to? When you need extra help, how good is your teacher at giving you that help? s-sust-q1 s-peff-q3 X Q56 Q12 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.25 4.7 4.26 4.71
133 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Teachers TRUE TRUE When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? When you need help learning something, is there an adult at school other than your teacher who can work with you? Overall, how effective is the support students receive from non-teaching staff? s-sust-q2 t-sust-q1 Q57 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
134 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? Overall, how effective is the support students receive from non-teaching staff? How adequate is the number of non-teaching support staff? t-sust-q1 t-sust-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
135 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available either online or in person for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? How adequate is the number of non-teaching support staff? How often are non-teaching support staff available for students with non-academic issues? t-sust-q2 t-sust-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
136 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 for students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often are non-teaching support staff available either online or in person for students with non-academic issues? How often are non-teaching support staff available either online or in person for students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How often are non-teaching support staff available for students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How often are non-teaching support staff available for students who are struggling academically? How often are non-teaching support staff available for students with non-academic issues? How often are non-teaching support staff available for students who are struggling academically? t-sust-q3 t-sust-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.25 4.26
137 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Facilities & Personnel Learning Resources 3A 3B Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Content Specialists & Support Staff Curricular Strength & Variety Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios. Draws on anonymous teacher reports 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. 3A-ii 3B-i Teachers Admin Data Constructed by MCIEA staff TRUE TRUE How often are non-teaching support staff available for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available either online or in person for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available for students who are struggling academically? Percent graduates completing MassCORE (HS only) How often are non-teaching support staff available for students who are struggling academically? Percent graduates completing MassCORE (HS only) t-sust-q4 a-curv-i1 X #N/A 90 percentage 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.25 4.6 4.26 4.61
138 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent graduates completing MassCORE (HS only) Percent juniors and seniors enrolled in one AP (HS only) a-curv-i1 a-curv-i2 X #N/A 90 30 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
139 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent juniors and seniors enrolled in one AP (HS only) Percent AP test takers scoring 3 or higher (HS only) a-curv-i2 a-curv-i3 X #N/A 30 20 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
140 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 NCES, 2009 TRUE TRUE Percent AP test takers scoring 3 or higher (HS only) Percent students of color completing advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color completing advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) Percent AP test takers scoring 3 or higher (HS only) Percent students of color enrolled in advanced coursework (HS only) a-curv-i3 a-curv-i4 X #N/A 20 36.4 percentage 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
141 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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) Student to number of courses ratio (HS only) Percent students of color completing advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) Percent students of color enrolled in advanced coursework (HS only) Student to number of courses ratio (HS only) a-curv-i4 a-curv-i5 X X #N/A 36.4 5 percentage ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
142 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) Student to number of courses ratio (HS only) Student to number of electives ratio (completely free choice) (HS only) a-curv-i5 a-curv-i6 X X #N/A 5 2 ratio 2.98 2.99 3.49 3.5 3.99 4 4.6 4.61
143 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 Teachers TRUE TRUE Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? Student to number of electives ratio (completely free choice) (HS only) Overall, how rigorous is the curriculum that you are expected to teach? a-curv-i6 t-curv-q1 X X #N/A 2 ratio 2.98 2.33 2.99 2.34 3.49 2.84 3.5 2.85 3.99 3.34 4 3.35 4.6 4.61
144 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? Overall, how rigorous is the curriculum that you are expected to teach? How coherent is the curriculum that you are expected to teach? t-curv-q1 t-curv-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
145 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How coherent is the curriculum that you are expected to teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? t-curv-q2 t-curv-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
146 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be? How well-rounded is the curriculum that you and your colleagues teach? t-curv-q3 t-curv-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
147 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 Cultural Responsiveness Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. 3B-i 3B-ii Teachers Admin Data MA DESE, 2019-20, state average TRUE TRUE How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: teachers of color/ students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: teachers of color/ students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color How well-rounded is the curriculum that you and your colleagues teach? Teacher-student parity index: % teachers of color/% students of color t-curv-q4 a-cure-i1 #N/A 0.26 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
148 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Learning Resources Teachers & The Teaching Environment 3B 1A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Cultural Responsiveness Effective Practices Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3B-ii 1A-ii Admin Data Students MA DESE, 2019-20, state average TRUE TRUE Teacher-student parity index: teachers of color/ students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: teachers of color/ students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? Teacher-student parity index: % teachers of color/% students of color For this class, how clearly does your teacher present the information that you need to learn? a-cure-i1 s-peff-q2 #N/A Q11 0.26 ratio 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.6 4.7 4.61 4.71
149 Resources Teachers & Leadership 3 1 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. It considers factors like teacher professional qualifications, effective classroom practices, and school-wide support for teaching development and growth. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the relevant abilities of a school's teachers and the degree to which they are receiving the support they need to grow as professionals. Learning Resources Teachers & The Teaching Environment 3B 1A Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which a school's teachers are prepared and supported for their classroom assignments. It includes measures of teacher qualifications, professional community and effective classroom practices. Cultural Responsiveness Effective Practices Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student reports about factors like teacher effectiveness, support for students, and classroom management. 3B-ii 1A-ii Students TRUE TRUE In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? In your classes, how often do you see people like you represented in what you study? Overall, how much have you learned from your teacher? Not in the 16-17 Surveys Overall, how much have you learned from your teacher? s-cure-q1 s-peff-q1 Q129 Q10 2.33 2.48 2.34 2.49 2.84 2.99 2.85 3 3.34 3.49 3.35 3.5 4.6 4.7 4.61 4.71
150 Resources Community & Wellbeing 3 5 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Learning Resources Work Ethic 3B 5B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Cultural Responsiveness Growth Mindset Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 3B-ii 5B-ii Students TRUE TRUE In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that intelligence is something that can be changed? In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that intelligence is something that can be changed? In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that intelligence is something that can be changed? In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that intelligence is something that can be changed? In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that intelligence is something that can be changed? In your classes, how often do you see many different kinds of people represented in what you study? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) In your classes, how often do you see many different kinds of people represented in what you study? 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-cure-q2 s-grmi-q4 Q130 Q36 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.6 4.3 4.61 4.31
151 Resources Community & Wellbeing 3 5 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Learning Resources Work Ethic 3B 5B Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Cultural Responsiveness Growth Mindset Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner. Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. 3B-ii 5B-ii Students TRUE TRUE How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? How valued do you think all students' home cultures and languages are in the school curriculum? How much do you think that struggling as a writer is something someone can change? Not in the 16-17 Surveys s-cure-q3 s-grmi-q3 Q131 Q127 2.33 2.23 2.34 2.24 2.84 2.74 2.85 2.75 3.34 3.24 3.35 3.25 4.6 4.3 4.61 4.31
152 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 Teachers TRUE TRUE How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction? How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' How valued do you think your home culture and language are in the school curriculum? How able are you to integrate material from different cultures into your instruction either online or in person?' Not in the 16-17 Surveys How able are you to integrate material from different cultures into your instruction either online or in person?' s-cure-q4 t-cure-q1 X Q132 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
153 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? How able are you to integrate material from different cultures into your instruction either online or in person?' How often do you integrate culturally diverse content into your teaching? t-cure-q1 t-cure-q2 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
154 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? How often do you integrate culturally diverse content into your teaching? How often do you use teaching strategies to facilitate learning among culturally diverse students? t-cure-q2 t-cure-q3 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
155 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? How often do you use teaching strategies to facilitate learning among culturally diverse students? How motivated are you to integrate culturally diverse content in your classroom? t-cure-q3 t-cure-q4 #N/A 2.33 2.34 2.84 2.85 3.34 3.35 4.6 4.61
156 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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 Co-Curricular Activities 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. Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). 3B-ii 3B-iii Teachers Admin Data Census TRUE TRUE How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) How motivated are you to integrate culturally diverse content in your classroom? Student to co-curricular activities ratio (HS only) t-cure-q4 a-cocu-i1 X X #N/A 57 ratio 2.33 2.98 2.34 2.99 2.84 3.49 2.85 3.5 3.34 3.99 3.35 4 4.6 4.61
157 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Learning Resources Community Support 3B 3C Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Co-Curricular Activities Family-School Relationships Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs). Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. 3B-iii 3C-i Admin Data Teachers Census TRUE TRUE Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? Student to co-curricular activities ratio (HS only) How often do you connect with parents at your school? a-cocu-i1 t-peng-q1 X X #N/A 57 ratio 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.6 4.4 4.61 4.41
158 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? How often do you connect with parents at your school? How involved have parents been in fundraising efforts at your school? t-peng-q1 t-peng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
159 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? How involved have parents been in fundraising efforts at your school? How involved have parents been with parent groups at your school? t-peng-q2 t-peng-q3 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
160 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? How involved have parents been with parent groups at your school? How often does the average parent help out at your school? t-peng-q3 t-peng-q4 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
161 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Teacher Communication - Parent Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. Teachers Parents New scale - teacher communication TRUE TRUE How often does the average parent help out at your school? There are adequate opportunities to meet with my child(ren)'s teacher(s), e.g., parent-teacher conferences? 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 p-tcom-q1 #N/A Q20 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
162 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Teacher Communication - Parent Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. Parents New scale - teacher communication TRUE TRUE There are adequate opportunities to meet with my child(ren)'s teacher(s), e.g., parent-teacher conferences? There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)? p-tcom-q1 p-tcom-q2 Q20 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
163 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Teacher Communication - Parent Draws on anonymous parent reports about whether there are adequate opportunities to meet with their child(ren)'s teachers. Parents New scale - teacher communication TRUE TRUE There is an opportunity to meet with my child's teacher if I would like to (either in person or virtually)? I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to. p-tcom-q2 p-tcom-q3 Q20 Q100 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
164 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Community Involvement & External Partners Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 3C-i 3C-ii Parents Teachers New scale - teacher communication TRUE TRUE I feel comfortable requesting a meeting with my child(ren)'s teacher(s), if I would like to. 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? p-tcom-q3 t-ceng-q1 Q100 #N/A Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
165 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? How effectively does this school connect with immigrant families, providing translation when necessary? How effectively does this school respond to the needs and values of the surrounding community? t-ceng-q1 t-ceng-q2 #N/A 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
166 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? How effectively does this school respond to the needs and values of the surrounding community? To what extent are all groups of parents represented in the governance of the school? t-ceng-q2 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 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
Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Parents Confirmed by EFA TRUE TRUE I know who to contact when I have a school-related question. p-comm-q1 Q17 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
167 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 Parents Teachers confirmed by EFA TRUE TRUE I know how to find important information and news about my child(ren)'s school. 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? p-comm-q2 t-ceng-q4 Q31 #N/A Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
168 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 School-Family Communication - Parent Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. Parents confirmed by EFA Confirmed by EFA TRUE TRUE In general, when I ask a question, I get a response in a timely fashion. I know who to contact when I have a school-related question. p-comm-q3 p-comm-q1 Q66 Q17 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
169 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 School-Family Communication - Parent Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. Parents confirmed by EFA TRUE TRUE The current emailed newsletters (from the principal, superintendent, PTO, school counselors, etc.) are effective in sharing information with the community. I know how to find important information and news about my child(ren)'s school. p-comm-q4 p-comm-q2 Q33 Q31 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
170 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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 School-Family Communication - Parent Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. Parents Confirmed by EFA confirmed by EFA TRUE TRUE I feel welcome at my child(ren)'s school, e.g., when I visit for events or drop in to ask a question. In general, when I ask a question, I get a response in a timely fashion. p-valm-q1 p-comm-q3 Q24 Q66 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
171 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 School-Family Communication - Parent Draws on anonymous parent reports about their access to important information about the school, including the staff responsiveness to parent questions. Parents Confirmed by EFA confirmed by EFA TRUE TRUE I have opportunities to participate in making decisions that affect the school community, e.g., planning a school event, spending PTA funds, reviewing school improvement plans, hiring key school or district leaders. The current emailed newsletters (from the principal, superintendent, PTO, school counselors, etc.) are effective in sharing information with the community. p-valm-q2 p-comm-q4 Q26 Q33 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
172 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Parents as Valued Community Members - Parent Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. Parents Confirmed by EFA TRUE TRUE I feel comfortable sharing any concerns with the staff at my child(ren)'s school. I feel welcome at my child(ren)'s school, e.g., when I visit for events or drop in to ask a question. p-valm-q3 p-valm-q1 Q25 Q24 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
173 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. 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 Parents as Valued Community Members - Parent Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. Parents Confirmed by EFA TRUE TRUE The staff at my child(ren)'s school value me as a partner in my child's learning. I have opportunities to participate in making decisions that affect the school community, e.g., planning a school event, spending PTA funds, reviewing school improvement plans, hiring key school or district leaders. p-valm-q4 p-valm-q2 Q45 Q26 Update survey item ID in qualtrics 2.18 2.19 2.69 2.7 3.19 3.2 4.4 4.41
174 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance Community Involvement & External Partners Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 4A-i 3C-ii Parents as Valued Community Members - Parent Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. Admin Data Parents Benchmark is the statewide average 9th grade passing rate in the 21-22 school year Confirmed by EFA TRUE TRUE 9th grade passing rate I feel comfortable sharing any concerns with the staff at my child(ren)'s school. 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 p-valm-q3 X #N/A Q25 Update survey item ID in qualtrics 75.8 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
175 Academic Learning Resources 4 3 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Performance Community Support 4A 3C Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Overall Performance Community Involvement & External Partners Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. 4A-i 3C-ii Parents as Valued Community Members - Parent Draws on anonymous parent reports about the extent to which they feel welcome in the school community and whether there are opportunities for parents to share feedback with school leaders and teachers. Admin Data Parents Constructed by MCIEA staff Confirmed by EFA TRUE FALSE TRUE The staff at my child(ren)'s school value me as a partner in my child's learning. 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 p-valm-q4 X #N/A Q45 Update survey item ID in qualtrics 1 percentage 2.98 2.18 2.99 2.19 3.49 2.69 3.5 2.7 3.99 3.19 4 3.2 4.5 4.4 4.51 4.41
176 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 Admin Data Benchmark is the statewide average 9th grade passing rate in the 21-22 school year TRUE TRUE Relative to what you know of students this age, how academically able are your students? 9th grade passing rate Relative to what you know of students this age, how academically able are your students? 9th grade passing rate Relative to what you know of students this age, how academically able are your students? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) Relative to what you know of students this age, how much effort did your students put forth in your class this year? Percent students who fail 1 core course (HS only) t-sach-q1 a-ovpe-i1 X #N/A 75.8 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
177 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 Admin Data Constructed by MCIEA staff TRUE TRUE FALSE 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? Percent students who fail 2 core courses (HS only) 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? Percent students who fail 2 core courses (HS only) 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? Percent students who fail 2 core courses (HS only) 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? Percent students who fail 2 core courses (HS only) 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? Percent students who fail 2 core courses (HS only) 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? Percent students who fail 2 core courses (HS only) t-sach-q2 a-ovpe-i2 X #N/A 1 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.5 4.51
178 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? Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how academically able are 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? 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? Relative to what you know of students this age, how much effort did your students put forth in your class this year? If an observer sat in on one of your classes for a week, how would she or he rate your students? Relative to what you know of students this age, how much effort did your students put forth in your class this year? If an observer sat in on one of your classes for a week, how would she or he rate your students? Relative to what you know of students this age, how much effort did your students put forth in your class this year? If an observer sat in on one of your classes for a week, how would she or he rate your students? Relative to what you know of students this age, how much effort did your students put forth in your class this year? t-sach-q3 t-sach-q1 #N/A 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
179 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 Parents Teachers Confirmed by EFA TRUE TRUE My child(ren) are learning at school. 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? p-acpr-q1 t-sach-q2 Q35 #N/A Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
180 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 Parents Teachers Confirmed by EFA TRUE TRUE My child(ren) are learning skills they will need later in life. 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? p-acpr-q2 t-sach-q3 Q36 #N/A Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
181 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 Student Academic Progress - Parent Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. Parents Confirmed by EFA TRUE TRUE My child(ren) are engaged in challenging academic work on a regular basis in school. My child(ren) are learning at school. p-acpr-q3 p-acpr-q1 Q38 Q35 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
182 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 Student Academic Progress - Parent Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. Parents Confirmed by EFA TRUE TRUE My child(ren) are excited to engage in activities and learning at school. My child(ren) are learning skills they will need later in life. p-acpr-q4 p-acpr-q2 Q103 Q36 Update survey item ID in qualtrics 2.48 2.49 2.99 3 3.49 3.5 4.5 4.51
183 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 Overall Performance Includes an asessment of student progression towards key learning goals. Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments. 4A-ii 4A-i Student Academic Progress - Parent Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. No source Parents Confirmed by EFA FALSE TRUE FALSE TRUE Performance Growth My child(ren) are engaged in challenging academic work on a regular basis in school. Performance Growth Performance Growth Performance Growth Performance Growth Performance Growth Performance Growth Performance Growth n/a p-acpr-q3 #N/A Q38 Update survey item ID in qualtrics n/a 2.98 2.48 2.99 2.49 3.49 2.99 3.5 3 3.99 3.49 4 3.5 4.5 4.51
184 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 Performance 4B 4A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Engagement In School Overall Performance Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 4A-i Student Academic Progress - Parent Draws on anonymous parent reports about the extent to which they feel their child(ren) are learning important skills at school and about whether they experience academic work as both challenging and engaging. Students Parents Confirmed by EFA TRUE TRUE How excited are you about going to this class? My child(ren) are excited to engage in activities and learning at school. 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 p-acpr-q4 Q27 Q103 Update survey item ID in qualtrics 2.38 2.48 2.39 2.49 2.89 2.99 2.9 3 3.39 3.49 3.4 3.5 4.4 4.5 4.41 4.51
185 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 Performance 4B 4A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Engagement In School Performance Growth Draws on anonymous student reports about their level of focus, participation, and interest in class. Includes an asessment of student progression towards key learning goals. 4B-i 4A-ii Students No source TRUE FALSE TRUE FALSE Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth Overall, how interested are you in this class? Performance Growth s-sten-q2 n/a X Q28 #N/A n/a 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.5 4.41 4.51
186 Academic Learning Community & Wellbeing 4 5 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Growth Mindset Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 5B-ii Students TRUE TRUE How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you get so focused on class activities that you lose track of time? How much do you think that being bad at math is something someone can change? How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE) Not in the 16-17 Surveys s-sten-q3 s-grmi-q2 X Q29 Q35 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31
187 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Growth Mindset Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 5B-ii Students FALSE TRUE TRUE The school day goes by fast. How much do you think you can change your own intelligence? The school day goes by fast. 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-sten-es1 s-grmi-q1 Q34 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es1
188 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Perseverance & Determination Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4B-i 5B-i Students FALSE TRUE TRUE I like my class. If you fail to reach an important goal, how likely are you to try again? I like my class. 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-sten-es2 s-grit-q4 Q66 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es2
189 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Perseverance & Determination Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4B-i 5B-i Students FALSE TRUE TRUE I am excited to come to school. How confident are you that you can remain focused on what you are doing, even when there are distractions? I am excited to come to school. 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-sten-es3 s-grit-q3 Q65 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es3
190 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Perseverance & Determination Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4B-i 5B-i Students FALSE TRUE TRUE I get to learn about things that I am interested in at my school. How important is it to you to finish things you start? I get to learn about things that I am interested in at my school. 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-sten-es4 s-grit-q2 Q64 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es4
191 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Work Ethic 4B 5B Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Engagement In School Perseverance & Determination Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. 4B-i 5B-i Students FALSE TRUE TRUE Most of the time, I am excited about learning. If you face a problem while working towards an important goal, how well can you keep working? Most of the time, I am excited about learning. 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-sten-es5 s-grit-q1 X Q63 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es5
192 Perceptions of Learning Community & Wellbeing 4 5 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. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Student Commitment To Learning Creative & Performing Arts 4B 5C Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Engagement In School Participation In Creative & Performing Arts Draws on anonymous student reports about their level of focus, participation, and interest in class. 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. 4B-i 5C-i Students FALSE TRUE TRUE There are times when I have choices about what I learn. In a typical week, how much time do you spend in creative arts instruction or activities? There are times when I have choices about what I learn. 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-sten-es6 s-expa-q1 X Q68 2.38 2.23 2.39 2.24 2.89 2.74 2.9 2.75 3.39 3.24 3.4 3.25 4.4 4.3 4.41 4.31 s-sten-es6
193 Perceptions of Learning School Culture 4 2 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. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Perceptions of student learning, development of their own academic identities, and progression along positive trajectories. Measures the degree to which the school environment is safe, caring, and academically-oriented. Student Commitment To Learning Safety 4B 2A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Engagement In School Student Emotional Safety Draws on anonymous student reports about their level of focus, participation, and interest in class. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 4B-i 2A-ii Students FALSE TRUE TRUE There are times when I get to share my ideas with my classmates. How much bullying occurs at this school? There are times when I get to share my ideas with my classmates. 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-sten-es7 s-emsa-q3 X Q9 2.38 2.78 2.39 2.79 2.89 3.29 2.9 3.3 3.39 3.79 3.4 3.8 4.4 4.5 4.41 4.51 s-sten-es7
194 Academic Learning School Culture 4 2 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the degree to which the school environment is safe, caring, and academically-oriented. Student Commitment To Learning Safety 4B 2A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Degree Completion Student Emotional Safety Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 4B-ii 2A-ii Admin Data Students MA DESE, 2019-20 TRUE TRUE 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often are students at this school unkind to each other online? 4-year on-time graduation rate (HS only) How often do you think students at your school are bullied online? a-degr-i1 s-emsa-q2 X X #N/A Q8 80 percentage 2.98 2.78 2.99 2.79 3.49 3.29 3.5 3.3 3.99 3.79 4 3.8 4.4 4.5 4.41 4.51
195 Academic Learning School Culture 4 2 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Measures the degree to which the school environment is safe, caring, and academically-oriented. Student Commitment To Learning Safety 4B 2A Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Degree Completion Student Emotional Safety Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 4B-ii 2A-ii Admin Data Students NCES, 2016 TRUE TRUE Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How often are students unkind to each other at this school? Percent students retained in a grade How worried are you that you will be bullied because of who you are? a-degr-i2 s-emsa-q1 X X #N/A Q7 2 percentage 2.98 2.78 2.99 2.79 3.49 3.29 3.5 3.3 3.99 3.79 4 3.8 4.4 4.5 4.41 4.51
196 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) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) 5-year graduation rate (HS only) 4-year on-time graduation rate (HS only) a-degr-i3 a-degr-i1 X #N/A 85 80 percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
197 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 Student Commitment To Learning 4C 4B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Problem Solving Emphasis Degree Completion 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. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4C-i 4B-ii Teachers Admin Data NCES, 2016 TRUE TRUE How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade How often do students at your school come up with their own interpretations of material? Percent students retained in a grade t-psol-q1 a-degr-i2 X #N/A 2 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
198 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 Student Commitment To Learning 4C 4B Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. Problem Solving Emphasis Degree Completion 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. Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade. 4C-i 4B-ii Teachers Admin Data MA DESE, 2019-20 TRUE TRUE How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) How often do students apply ideas they have learned to new situations? 5-year graduation rate (HS only) t-psol-q2 a-degr-i3 X #N/A 85 percentage 2.38 2.98 2.39 2.99 2.89 3.49 2.9 3.5 3.39 3.99 3.4 4 4.4 4.41
199 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 at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems either online or in person? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems either online or in person? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems either online or in person? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems either online or in person? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems? How often do students at your school come up with their own interpretations of material? How often do students collaborate in class to solve complex problems? How often do students at your school come up with their own interpretations of material? t-psol-q3 t-psol-q1 #N/A 2.38 2.39 2.89 2.9 3.39 3.4 4.4 4.41
200 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 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-ii 4C-i No source Teachers FALSE TRUE FALSE 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? n/a t-psol-q2 #N/A n/a n/a 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
201 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness Critical Thinking 4D 4C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. College & Career Placement Problem Solving Emphasis Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4D-i 4C-i Admin Data Teachers NCES, 2016 TRUE TRUE Placement in college or career (HS only) How often do students collaborate in class to solve complex problems? Placement in college or career (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems either online or in person? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? College enrollment rate (HS only) How often do students collaborate in class to solve complex problems? a-cgpr-i1 t-psol-q3 X #N/A 65.6 percentage 2.98 2.38 2.99 2.39 3.49 2.89 3.5 2.9 3.99 3.39 4 3.4 4.4 4.41
202 Academic Learning 4 Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. College & Career Readiness Critical Thinking 4D 4C Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. Career Preparation Problem Solving Skills Tracks student access to career technical education courses. Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations. 4D-ii 4C-ii Admin Data No source Constructed by MCIEA staff TRUE FALSE FALSE Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) Percent positive work placement (HS only) a-cppm-i1 n/a X #N/A 85 n/a percentage n/a 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
203 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 College & Career Placement Tracks student access to career technical education courses. Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation. 4D-ii 4D-i Admin Data NCES, 2016 TRUE TRUE Student to career-technical education courses (HS only) Placement in college or career (HS only) Student to career-technical education courses (HS only) Placement in college or career (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) Student to career-technical education courses (HS only) College enrollment rate (HS only) a-cppm-i2 a-cgpr-i1 X X #N/A 5 65.6 ratio percentage 2.98 2.99 3.49 3.5 3.99 4 4.4 4.41
204 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Civic Engagement College & Career Readiness 5A 4D Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Appreciation For Diversity Career Preparation Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Tracks student access to career technical education courses. 5A-i 4D-ii Students Admin Data Constructed by MCIEA staff TRUE TRUE FALSE 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? Percent positive work placement (HS only) How often do you try to think of more than one explanation for why someone else acted as they did? Percent positive work placement (HS only) How often do you try to think of more than one explanation for why someone else acted as they did? Percent positive work placement (HS only) How often do you try to think of more than one explanation for why someone else acted as they did? Percent positive work placement (HS only) How often do you try to think of more than one explanation for why someone else acted as they did? Percent positive work placement (HS only) How often do you try to think of more than one explanation for why someone else acted as they did? Percent positive work placement (HS only) s-sper-q1 a-cppm-i1 X Q59 #N/A 85 percentage 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.4 4.41
205 Community & Wellbeing Academic Learning 5 4 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. Civic Engagement College & Career Readiness 5A 4D Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement. Appreciation For Diversity Career Preparation Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Tracks student access to career technical education courses. 5A-i 4D-ii Students Admin Data TRUE TRUE Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) Overall, how often do you try to understand the point of view of other people? Student to career-technical education courses (HS only) s-sper-q2 a-cppm-i2 X X Q60 #N/A 5 ratio 2.48 2.98 2.49 2.99 2.99 3.49 3 3.5 3.49 3.99 3.5 4 4.4 4.41
206 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Safety 5A 2A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Appreciation For Diversity Student Emotional Safety Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5A-i 2A-ii Students TRUE FALSE TRUE How often do you try to figure out what motivates others to behave as they do? At my school, it is okay to be different or unique. How often do you try to figure out what motivates others to behave as they do? At my school, it is okay to be different or unique. 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 s-emsa-es5 Q61 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51 s-emsa-es5
207 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Safety 5A 2A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Appreciation For Diversity Student Emotional Safety Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5A-i 2A-ii Students TRUE FALSE TRUE In general, how often do you try to understand how other people see things? No one has hurt my feelings using technology (on an ipad or phone). In general, how often do you try to understand how other people see things? No one has hurt my feelings using technology (on an ipad or phone). 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 s-emsa-es4 X Q62 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51 s-emsa-es4
208 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Safety 5A 2A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Civic Participation Student Emotional Safety Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5A-ii 2A-ii Students TRUE FALSE TRUE How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? At my school, I see many acts of kindness. How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? At my school, I see many acts of kindness. 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 s-emsa-es3 Q30 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51 s-emsa-es3
209 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Safety 5A 2A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Civic Participation Student Emotional Safety Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5A-ii 2A-ii Students TRUE FALSE TRUE How important is it to you to get involved in improving your community? At my school, I see kids acting in an unsafe or unkind way. How important is it to you to get involved in improving your community? At my school, I see kids acting in an unsafe or unkind way. 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 s-emsa-es2 X Q31 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51 s-emsa-es2
210 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Civic Engagement Safety 5A 2A Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Civic Participation Student Emotional Safety Draws on anonymous student reports about their commitment to social awareness and community improvement. Draws on anonymous student and teacher reports about the nature of student relationships with each other. 5A-ii 2A-ii Students TRUE FALSE TRUE How important is it to you to actively challenge inequalities in society? Some kids get picked on at my school. How important is it to you to actively challenge inequalities in society? Some kids get picked on at my school. How important is it to you to actively challenge inequalities in society? How important is it to you to actively challenge inequalities in society? How important is it to you to actively challenge inequalities in society? 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 s-emsa-es1 X Q32 2.48 2.78 2.49 2.79 2.99 3.29 3 3.3 3.49 3.79 3.5 3.8 4.4 4.5 4.41 4.51 s-emsa-es1
211 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Civic Engagement Learning Resources 5A 3B Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Civic Participation Cultural Responsiveness Draws on anonymous student reports about their commitment to social awareness and community improvement. 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. 5A-ii 3B-ii Students TRUE TRUE How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? How valued do you think your home culture and language are in the school curriculum? How important is it to you to take action when something in society needs changing? Not in the 16-17 Surveys s-civp-q4 s-cure-q4 X Q33 Q132 2.48 2.33 2.49 2.34 2.99 2.84 3 2.85 3.49 3.34 3.5 3.35 4.4 4.6 4.41 4.61
212 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Work Ethic Learning Resources 5B 3B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Perseverance & Determination Cultural Responsiveness Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports 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. 5B-i 3B-ii Students TRUE TRUE If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? How valued do you think all students' home cultures and languages are in the school curriculum? If you face a problem while working towards an important goal, how well can you keep working? Not in the 16-17 Surveys s-grit-q1 s-cure-q3 X Q63 Q131 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.6 4.31 4.61
213 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Work Ethic Learning Resources 5B 3B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Perseverance & Determination Cultural Responsiveness Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports 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. 5B-i 3B-ii Students TRUE TRUE How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? In your classes, how often do you see many different kinds of people represented in what you study? How important is it to you to finish things you start? Not in the 16-17 Surveys s-grit-q2 s-cure-q2 Q64 Q130 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.6 4.31 4.61
214 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Work Ethic Learning Resources 5B 3B Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Perseverance & Determination Cultural Responsiveness Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports 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. 5B-i 3B-ii Students TRUE TRUE How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? In your classes, how often do you see people like you represented in what you study? How confident are you that you can remain focused on what you are doing, even when there are distractions? Not in the 16-17 Surveys s-grit-q3 s-cure-q1 Q65 Q129 2.23 2.33 2.24 2.34 2.74 2.84 2.75 2.85 3.24 3.34 3.25 3.35 4.3 4.6 4.31 4.61
215 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Perseverance & Determination Civic Participation Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-i 5A-ii Students TRUE TRUE If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? If you fail to reach an important goal, how likely are you to try again? How important is it to you to take action when something in society needs changing? s-grit-q4 s-civp-q4 X Q66 Q33 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
216 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Growth Mindset Civic Participation Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-ii 5A-ii Students TRUE TRUE How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? How much do you think you can change your own intelligence? How important is it to you to actively challenge inequalities in society? Not in the 16-17 Surveys How important is it to you to actively challenge inequalities in society? s-grmi-q1 s-civp-q3 Q34 Q32 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
217 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Growth Mindset Civic Participation Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-ii 5A-ii Students TRUE TRUE How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? How much do you think that being bad at math is something someone can change? How important is it to you to get involved in improving your community? Not in the 16-17 Surveys How important is it to you to get involved in improving your community? s-grmi-q2 s-civp-q2 X Q35 Q31 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
218 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Civic Engagement 5B 5A Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. Growth Mindset Civic Participation Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about their commitment to social awareness and community improvement. 5B-ii 5A-ii Students TRUE TRUE How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? How much do you think that struggling as a writer is something someone can change? How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? Not in the 16-17 Surveys How much do you believe that being concerned with national, state, and local issues is everyone's responsibility? s-grmi-q3 s-civp-q1 Q127 Q30 2.23 2.48 2.24 2.49 2.74 2.99 2.75 3 3.24 3.49 3.25 3.5 4.3 4.4 4.31 4.41
219 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Work Ethic Creative & Performing Arts 5B 5C Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset. Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Growth Mindset Valuing Creative & Performing Arts Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work. Draws on anonymous student reports about their interest in creative or performing arts. 5B-ii 5C-ii Students TRUE TRUE How much do you think that intelligence is something that can be changed? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you think that intelligence is something that can be changed? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you think that intelligence is something that can be changed? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you think that intelligence is something that can be changed? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you think that intelligence is something that can be changed? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE) If your friends or family wanted to go to a play, how interested would you be in going? 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) If your friends or family wanted to go to a play, how interested would you be in going? Not in the 16-17 Surveys If your friends or family wanted to go to a play, how interested would you be in going? s-grmi-q4 s-appa-q3 Q36 Q39 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
220 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Valuing Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about their interest in creative or performing arts. 5C-i 5C-ii Admin Data Students TRUE TRUE Percent of students enrolled in at least 1 arts course If your friends or family wanted to go to hear people play music, how interested would you be in going? Percent of students enrolled in at least 1 arts course If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week If your friends or family wanted to go to hear people play music, how interested would you be in going? Hours of arts instruction per student per week 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) a-picp-i1 s-appa-q2 #N/A Q38 77.5 (statewide average in the 22-23 school year) number 2.98 2.23 2.99 2.24 3.49 2.74 3.5 2.75 3.99 3.24 4 3.25 4.3 4.31
221 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Valuing Creative & Performing Arts Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about their interest in creative or performing arts. 5C-i 5C-ii Students TRUE TRUE In a typical week, how much time do you spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week, how much time do you spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week, how much time do you spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week, how much time do you spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week, how much time do you spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week, how much time do you spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? s-expa-q1 s-appa-q1 X Q68 Q37 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
222 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Admin Data 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? Percent of students enrolled in at least 1 arts course In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Percent of students enrolled in at least 1 arts course In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? Hours of arts instruction per student per week t-expa-q2 a-picp-i1 #N/A 77.5 (statewide average in the 22-23 school year) number 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.3 4.31
223 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Participation In Creative & Performing Arts Social & Emotional Health Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5C-i 5D-i Teachers Students TRUE TRUE In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Typically, how anxious do you feel about your grades? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Typically, how anxious do you feel about your grades? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Typically, how anxious do you feel about your grades? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Typically, how anxious do you feel about your grades? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Typically, how anxious do you feel about your grades? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you think that your grades and test scores will determine your future? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? How much do you think that your grades and test scores will determine your future? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? Not in the 16-17 Surveys t-expa-q3 s-acst-q3 X #N/A Q137 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
224 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Participation In Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-ii 5C-i Students Teachers TRUE TRUE How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? How interested are you in visual art—street murals, museum paintings, sculptures, etc.? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to an art museum, how interested would you be in going? In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities? s-appa-q1 t-expa-q2 X Q37 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
225 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Participation In Creative & Performing Arts Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. 5C-ii 5C-i Students Teachers TRUE TRUE If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your friends or family wanted to go to hear people play music, how interested would you be in going? In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE) In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities? s-appa-q2 t-expa-q3 Q38 #N/A 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
226 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Creative & Performing Arts Health 5C 5D Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Valuing Creative & Performing Arts Social & Emotional Health Draws on anonymous student reports about their interest in creative or performing arts. Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. 5C-ii 5D-i Students TRUE TRUE How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? When you take a test, how much do you worry about doing well? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? When you take a test, how much do you worry about doing well? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? When you take a test, how much do you worry about doing well? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? When you take a test, how much do you worry about doing well? How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.? When you take a test, how much do you worry about doing well? If your friends or family wanted to go to a play, how interested would you be in going? When you take a test, how much do you worry about doing well? If your friends or family wanted to go to a play, how interested would you be in going? When you take a test, how nervous do you feel about doing well? If your friends or family wanted to go to a play, how interested would you be in going? Not in the 16-17 Surveys s-appa-q3 s-acst-q2 X X Q39 Q136 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
227 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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
228 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE TRUE When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how much do you worry about doing well? How often does your teacher take time to make sure you understand the material? When you take a test, how nervous do you feel about doing well? How often does your teacher take time to make sure you understand the material? Not in the 16-17 Surveys How often does your teacher take time to make sure you understand the material? s-acst-q2 s-acpr-q4 X X Q136 Q26 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
229 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE TRUE Typically, how anxious do you feel about your grades? How often does your teacher ask you to explain your answers? Typically, how anxious do you feel about your grades? How often does your teacher ask you to explain your answers? Typically, how anxious do you feel about your grades? How often does your teacher ask you to explain your answers? Typically, how anxious do you feel about your grades? How often does your teacher ask you to explain your answers? Typically, how anxious do you feel about your grades? How often does your teacher ask you to explain your answers? How much do you think that your grades and test scores will determine your future? How often does your teacher ask you to explain your answers? How much do you think that your grades and test scores will determine your future? How often does your teacher ask you to explain your answers? Not in the 16-17 Surveys How often does your teacher ask you to explain your answers? s-acst-q3 s-acpr-q3 X Q137 Q24 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
230 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE TRUE On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? On a regular day at school, how often do you feel relaxed? When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying? s-poaf-q1 s-acpr-q2 Q69 Q23 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
231 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE TRUE How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? How often are you enthusiastic at school? How much does your teacher encourage you to do your best? s-poaf-q2 s-acpr-q1 X Q70 Q22 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
232 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE FALSE TRUE On a normal day in school, how confident do you feel? I get help whenever I feel like I can't do it. On a normal day in school, how confident do you feel? I get help whenever I feel like I can't do it. 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 s-acpr-es4 X Q71 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
233 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Social & Emotional Health Academic Challenge Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-i 2C-ii Students TRUE FALSE TRUE On a normal day in school, how much are you able to concentrate? My teachers keep helping me until I understand. On a normal day in school, how much are you able to concentrate? My teachers keep helping me until I understand. 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 s-acpr-es3 Q72 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
234 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Physical Health Academic Challenge Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-ii 2C-ii Admin Data Students Constructed by MCIEA staff TRUE FALSE TRUE Medical staff to student ratio (schoolwide) My teachers ask me to explain my thinking. Medical staff to student ratio (schoolwide) My teachers ask me to explain my thinking. 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 s-acpr-es2 X #N/A 750 ratio 2.98 2.68 2.99 2.69 3.49 3.19 3.5 3.2 3.99 3.69 4 3.7 4.3 4.5 4.31 4.51
235 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Academic Orientation 5D 2C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. Physical Health Academic Challenge Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. 5D-ii 2C-ii Teachers Students TRUE FALSE TRUE In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? My teachers encourage me to do my best. In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity? My teachers encourage me to do my best. 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 s-acpr-es1 #N/A 2.23 2.68 2.24 2.69 2.74 3.19 2.75 3.2 3.24 3.69 3.25 3.7 4.3 4.5 4.31 4.51
236 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 Admin Data Constructed by MCIEA staff TRUE TRUE In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio (schoolwide) In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio (schoolwide) In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity? Medical staff to student ratio t-phya-q3 a-phya-i1 X #N/A 750 ratio 2.23 2.98 2.24 2.99 2.74 3.49 2.75 3.5 3.24 3.99 3.25 4 4.3 4.31
237 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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 No source Teachers Scraps TRUE TRUE The school values my family’s background 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? p-scrp-q3 t-phya-q2 Q13 #N/A Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
238 Resources Community & Wellbeing 3 5 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Learning Resources Health 3B 5D Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Culturally Responsive Curriculum Physical Health Draws on anonymous parent reports about the cultural responsiveness of the curriculum. 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 No source Teachers Low alpha FALSE TRUE FALSE TRUE My child(ren) have opportunities to learn about people from racial and social backgrounds that differ from our family's backgrounds. 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? p-cure-q1 t-phya-q3 Q104 #N/A Discuss improvements with Maynard DEI 2.23 2.24 2.74 2.75 3.24 3.25 4.3 4.31
239 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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. Culturally Responsive Curriculum Draws on anonymous parent reports about the cultural responsiveness of the curriculum. No source Low alpha Scraps FALSE FALSE My child(ren) have opportunities to make friends with others from different racial or social backgrounds at school. The school values my family’s background p-cure-q2 p-scrp-q3 Q47 Q13 Discuss improvements with Maynard DEI
240 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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. Culturally Responsive Curriculum Draws on anonymous parent reports about the cultural responsiveness of the curriculum. No source Low alpha FALSE FALSE My child(ren) have opportunities to learn about people who are similar to them in the school curriculum. My child(ren) have opportunities to learn about people from racial and social backgrounds that differ from our family's backgrounds. p-cure-q3 p-cure-q1 Q48 Q104 Discuss improvements with Maynard DEI
241 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy 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. Culturally Responsive Curriculum Draws on anonymous parent reports about the cultural responsiveness of the curriculum. No source High number of n/a's in pilot administration Low alpha FALSE FALSE My child(ren) have opportunities to learn about people who are different from them in the school curriculum My child(ren) have opportunities to make friends with others from different racial or social backgrounds at school. p-cure-q4 p-cure-q2 Q86 Q47 Discuss improvements with Maynard DEI
242 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. School Events Culturally Responsive Curriculum Draws on anonymous parent reports about the accessibility of school sponsored events. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. No source Event scale Low alpha FALSE FALSE School events are scheduled during days and times that I am able to attend. My child(ren) have opportunities to learn about people who are similar to them in the school curriculum. p-evnt-q1 p-cure-q3 Q44 Q48 Update survey item ID in qualtrics (but do not display on dashboard) Discuss improvements with Maynard DEI
243 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Community Support Learning Resources 3C 3B Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities. School Events Culturally Responsive Curriculum Draws on anonymous parent reports about the accessibility of school sponsored events. Draws on anonymous parent reports about the cultural responsiveness of the curriculum. No source Event scale High number of n/a's in pilot administration FALSE FALSE My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school. My child(ren) have opportunities to learn about people who are different from them in the school curriculum p-evnt-q2 p-cure-q4 Q16 Q86 Update survey item ID in qualtrics (but do not display on dashboard) Discuss improvements with Maynard DEI
244 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. School Events Draws on anonymous parent reports about the accessibility of school sponsored events. No source Event scale FALSE FALSE How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)? School events are scheduled during days and times that I am able to attend. p-evnt-q3 p-evnt-q1 Q23 Q44 Update survey item ID in qualtrics (but do not display on dashboard)
245 Resources 3 Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. 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. School Events Draws on anonymous parent reports about the accessibility of school sponsored events. No source Event scale FALSE FALSE How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement? My family is aware that my child can participate in school activities during times of financial hardship with financial help from the school. p-evnt-q4 p-evnt-q2 Q29 Q16 Update survey item ID in qualtrics (but do not display on dashboard)
246 School Culture Resources 2 3 Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the degree to which the school environment is safe, caring, and academically-oriented. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Safety Community Support 2A 3C Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Student Physical Safety School Events Draws on anonymous parent reports about student physical safety. Draws on anonymous parent reports about the accessibility of school sponsored events. No source Scale of its own Event scale FALSE FALSE The level of substance abuse is a problem at my child(ren)'s school. How often do staff at your child(ren)’s school invite you to school events (either in person or virtual events)? p-phys-q3 p-evnt-q3 Q102 Q23 Discuss improvements with Maynard DEI Update survey item ID in qualtrics (but do not display on dashboard)
247 Community & Wellbeing Resources 5 3 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. Health Community Support 5D 3C Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships. Supportive Environment School Events Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health Draws on anonymous parent reports about the accessibility of school sponsored events. No source Scraps Event scale FALSE FALSE My child(ren) have at least one adult at the school that they trust. How often do staff at your child(ren)’s school contact you to discuss your child's academic achievement? p-scrp-q1 p-evnt-q4 Q19 Q29 Nix this one - low factor loading Update survey item ID in qualtrics (but do not display on dashboard)
248 Community & Wellbeing School Culture 5 2 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health. Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning. Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. Measures the degree to which the school environment is safe, caring, and academically-oriented. Health Safety 5D 2A Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health. Seeks to determine the degree to which school climate is a safe place for students to learn. It includes measures of student physical safety and student emotional safety. Supportive Environment Student Physical Safety Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health Draws on anonymous parent reports about student physical safety. No source Scraps Scale of its own FALSE FALSE The school values my family’s beliefs. The level of substance abuse is a problem at my child(ren)'s school. p-scrp-q2 p-phys-q3 Q84 Q102 Discuss improvements with Maynard DEI
249 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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. Supportive Environment Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health No source Scraps FALSE FALSE My child(ren) have at least one adult at the school that they trust. p-scrp-q1 Q19 Nix this one - low factor loading
250 Community & Wellbeing 5 Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social 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. Supportive Environment Draws on anonymous parent reports about the extent which the school environment supports student social and emotional health No source Scraps FALSE FALSE The school values my family’s beliefs. p-scrp-q2 Q84 Discuss improvements with Maynard DEI
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285

6
db/migrate/20240924173209_add_name_to_scale.rb
Unescape View File

@ -0,0 +1,6 @@
class AddNameToScale < ActiveRecord::Migration[7.1]
def change
add_column :scales, :name, :string
add_column :scales, :description, :string
end
end

4
db/schema.rb
Unescape View File

@ -10,7 +10,7 @@
# #
# It's strongly recommended that you check this file into your version control system. # It's strongly recommended that you check this file into your version control system.
ActiveRecord::Schema[7.1].define(version: 2024_06_07_205816) do ActiveRecord::Schema[7.1].define(version: 2024_09_24_173209) do
# These are extensions that must be enabled in order to support this database # These are extensions that must be enabled in order to support this database
enable_extension "plpgsql" enable_extension "plpgsql"
@ -388,6 +388,8 @@ ActiveRecord::Schema[7.1].define(version: 2024_06_07_205816) do
t.datetime "created_at", null: false t.datetime "created_at", null: false
t.datetime "updated_at", null: false t.datetime "updated_at", null: false
t.integer "survey_items_count" t.integer "survey_items_count"
t.string "name"
t.string "description"
t.index ["measure_id"], name: "index_scales_on_measure_id" t.index ["measure_id"], name: "index_scales_on_measure_id"
t.index ["scale_id"], name: "index_scales_on_scale_id", unique: true t.index ["scale_id"], name: "index_scales_on_scale_id", unique: true
end end

2
spec/presenters/measure_presenter_spec.rb
Unescape View File

@ -13,7 +13,7 @@ describe MeasurePresenter do
end end
it "returns the id of the measure" do it "returns the id of the measure" do
expect(measure_presenter.id).to eq "measure-id" expect(measure_presenter.title).to eq "Measure measure-id"
end end
it "has an id for use in the data item accordions" do it "has an id for use in the data item accordions" do

Write Preview
Loading…
Cancel
Save