@ -58,122 +58,146 @@ School Culture,2,"Measures the degree to which the school environment is safe, c
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,How often do students at this school help each other learn?,t-psup-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,How well do students at this school get along with each other?,t-psup-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Teachers,,TRUE,TRUE,"At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?","At this school, how respectful are students to each other?",t-psup-q4,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I am happy when I am at school.,,,,,,,s-sbel-es1,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I am happy when I am in class.,,,,,,,s-sbel-es10,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,My teacher gives all students help when they need it.,,,,,,,s-sbel-es11,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I have friends in my classroom.,,,,,,,s-sbel-es2,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,I have friends at recess.,,,,,,,s-sbel-es3,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Grownups at this school like me for who I am.,,,,,,,s-sbel-es4,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Students at this school like me for who I am,,,,,,,s-sbel-es5,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Grownups treat students with respect.,,,,,,,s-sbel-es6,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,Students treat each other with respect.,,,,,,,s-sbel-es7,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,There are grownups at my school who care about me.,,,,,,,s-sbel-es8,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student Sense of Belonging,"Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.",2B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,FALSE,TRUE,My teacher gives me help when I need it.,,,,,,,s-sbel-es9,,,,,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?","When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?",s-tint-q1,,,X,Q17,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class?,How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey),How interested is your teacher in what you do outside of class?,How interested is your teacher in what you do outside of class?,s-tint-q2,,,,Q18,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?","If you walked into class upset, how concerned would your teacher be?",s-tint-q3,,,,Q19,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?","If you came back to visit class three years from now, how excited would your teacher be to see you?",s-tint-q4,,,,Q20,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Relationships,2B,Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Student-Teacher Relationships,Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.,2B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Students,,TRUE,TRUE,"If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?","If you had something on your mind, how carefully would your teacher listen to you?",s-tint-q5,,,,Q21,,,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.655,2.665,3.165,3.175,3.665,3.675,4.525,4.535,Teachers,,TRUE,TRUE,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.709166667,2.719166667,3.219166667,3.229166667,3.719166667,3.729166667,4.604166667,4.614166667,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.763333333,2.773333333,3.273333333,3.283333333,3.773333333,3.783333333,4.683333333,4.693333333,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.887142857,2.897142857,3.397142857,3.407142857,3.897142857,3.907142857,4.6,4.61,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.546666667,2.556666667,3.056666667,3.066666667,3.556666667,3.566666667,4.6,4.61,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.804603175,2.814603175,3.314603175,3.324603175,3.814603175,3.824603175,4.6,4.61,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,Chronic absence rate,a-vale-i1,X,,,#N/A,10,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,Average daily attendance,a-vale-i2,,,,#N/A,90,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,"Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?","Overall, how important is school to you?",s-vale-q1,,,,Q50,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,How curious are you to learn more about things you talked about in school?,s-vale-q2,,,,Q53,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,How much do you enjoy learning in school?,s-vale-q3,,,X,Q54,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,TRUE,TRUE,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,How much do you see yourself as a learner?,s-vale-q4,,,,Q55,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,School is important to me.,,,,,,,s-vale-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,School is important to my family.,,,,,,,s-vale-es2,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I enjoy learning new things at school.,,,,,,,s-vale-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a reader.,,,,,,,s-vale-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a mathematician.,,,,,,,s-vale-es5,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a scientist.,,,,,,,s-vale-es6,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,I am a good citizen.,,,,,,,s-vale-es7,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Valuing of Learning,,2C-i,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Students,,FALSE,TRUE,"I wonder about things, am curious, and want to learn more.",,,,,,,s-vale-es8,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,How much does your teacher encourage you to do your best?,s-acpr-q1,,,X,Q22,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,"When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?","When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?",s-acpr-q2,,,,Q23,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,How often does your teacher ask you to explain your answers?,s-acpr-q3,,,,Q24,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,TRUE,TRUE,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,How often does your teacher take time to make sure you understand the material?,s-acpr-q4,,,,Q26,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,How well does your school foster academic challenge for all students?,Not in the 16-17 Surveys,t-acch-q1,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,How effectively does your school challenge students who are struggling academically?,Not in the 16-17 Surveys,t-acch-q2,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,"Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts. ",2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,How effectively does your school challenge students who are thriving academically?,Not in the 16-17 Surveys,t-acch-q3,,,,#N/A,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,My teachers encourage me to do my best.,,,,,,,s-acpr-es1,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,"My teachers ask me to explain my thinking.
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,My teachers keep helping me until I understand.,,,,,,,s-acpr-es3,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
School Culture,2,"Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.","Measures the degree to which the school environment is safe, caring, and academically-oriented.",Academic Orientation,2C,Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge. ,2.23,2.24,2.74,2.75,3.24,3.25,4.5,4.51,Academic Challenge,,2C-ii,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Students,,FALSE,TRUE,I get help whenever I feel like I can't do it.,,,,,,,s-acpr-es4,,,,,,,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,Average class size,a-reso-i1,X,,,#N/A,20,number,2.98,2.99,3.49,3.5,3.99,4,4.8,4.81
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,How adequate is your access to the materials you need to effectively teach?,t-reso-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,How adequate is your access to the technology you need to effectively teach?,t-reso-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,How adequate is the support you receive for using technology?,t-reso-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for in-school activities during the pandemic?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,How sufficient is the physical space for school activities?,t-reso-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Physical Space & Materials,Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.,3A-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities during the pandemic?,How well-maintained are school facilities?,How well-maintained are school facilities?,How well-maintained are school facilities?,t-reso-q5,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to guidance counselor ratio (HS only),Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,Student to guidance counselor ratio,a-sust-i1,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,American School Counselor Association (2005),TRUE,TRUE,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,Student to mental health counselor ratio,a-sust-i2,X,,,#N/A,250,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,"NCES, 2007-08",TRUE,TRUE,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,Student to instructional support staff ratio,a-sust-i3,X,,,#N/A,43.4,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,Student to art teacher ratio,a-sust-i4,X,,,#N/A,500,ratio,2.98,2.99,3.49,3.5,3.99,4,4.9,4.91
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?","When you are hurt, sad, or just need to talk to someone, is there an adult at school other than your teacher you can go to?",s-sust-q1,,,X,Q56,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?","When you need help learning something, is there an adult at school other than your teacher who can work with you?",s-sust-q2,,,,Q57,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,"Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?","Overall, how effective is the support students receive from non-teaching staff?",t-sust-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,How adequate is the number of non-teaching support staff?,t-sust-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available either online or in person for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,How often are non-teaching support staff available for students with non-academic issues?,t-sust-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Facilities & Personnel,3A,Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.,2.734545455,2.744545455,3.244545455,3.254545455,3.744545455,3.754545455,4.554545455,4.564545455,Content Specialists & Support Staff,"Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.",3A-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available either online or in person for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,How often are non-teaching support staff available for students who are struggling academically?,t-sust-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),Percent graduates completing MassCORE (HS only),a-curv-i1,,X,,#N/A,90,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),Percent juniors and seniors enrolled in one AP (HS only),a-curv-i2,,X,,#N/A,30,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),Percent AP test takers scoring 3 or higher (HS only),a-curv-i3,,X,,#N/A,20,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,"NCES, 2009",TRUE,TRUE,Percent students of color completing advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),Percent students of color enrolled in advanced coursework (HS only),a-curv-i4,,X,,#N/A,36.4,percentage,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,,TRUE,TRUE,Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),Student to number of courses ratio (HS only),a-curv-i5,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Admin Data,,TRUE,TRUE,Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),Student to number of electives ratio (completely free choice) (HS only),a-curv-i6,X,X,,#N/A,2,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,"Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?","Overall, how rigorous is the curriculum that you are expected to teach?",t-curv-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,How coherent is the curriculum that you are expected to teach?,t-curv-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,"If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?","If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?",t-curv-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Curricular Strength & Variety,"Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.",3B-i,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Teachers,,TRUE,TRUE,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,How well-rounded is the curriculum that you and your colleagues teach?,t-curv-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Admin Data,"MA DESE, 2019-20, state average",TRUE,TRUE,Teacher-student parity index: teachers of color/ students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,Teacher-student parity index: % teachers of color/% students of color,a-cure-i1,,,,#N/A,0.26,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?","In your classes, how often do you see people like you represented in what you study?",Not in the 16-17 Surveys,s-cure-q1,,,,Q129,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,"In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?","In your classes, how often do you see many different kinds of people represented in what you study?",Not in the 16-17 Surveys,s-cure-q2,,,,Q130,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,How valued do you think all students' home cultures and languages are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q3,,,,Q131,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Students,,TRUE,TRUE,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,How valued do you think your home culture and language are in the school curriculum?,Not in the 16-17 Surveys,s-cure-q4,,,X,Q132,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',How able are you to integrate material from different cultures into your instruction either online or in person?',t-cure-q1,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,How often do you integrate culturally diverse content into your teaching?,t-cure-q2,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,How often do you use teaching strategies to facilitate learning among culturally diverse students?,t-cure-q3,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Cultural Responsiveness,Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.,3B-ii,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Teachers,,TRUE,TRUE,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,How motivated are you to integrate culturally diverse content in your classroom?,t-cure-q4,,,,#N/A,,,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Learning Resources,3B,"Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.",2.563333333,2.573333333,3.073333333,3.083333333,3.573333333,3.583333333,4.416666667,4.426666667,Co-Curricular Activities,"Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).",3B-iii,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61,Admin Data,Census,TRUE,TRUE,Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),Student to co-curricular activities ratio (HS only),a-cocu-i1,X,X,,#N/A,57,ratio,2.98,2.99,3.49,3.5,3.99,4,4.6,4.61
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,How often do you connect with parents at your school?,t-peng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,How involved have parents been in fundraising efforts at your school?,t-peng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,How involved have parents been with parent groups at your school?,t-peng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Family-School Relationships,Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.,3C-i,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,How often does the average parent help out at your school?,t-peng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?","How effectively does this school connect with immigrant families, providing translation when necessary?",t-ceng-q1,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,How effectively does this school respond to the needs and values of the surrounding community?,t-ceng-q2,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,To what extent are all groups of parents represented in the governance of the school?,t-ceng-q3,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Resources,3,"Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.","Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.",Community Support,3C,"Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.",2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Community Involvement & External Partners,Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. ,3C-ii,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Teachers,,TRUE,TRUE,"Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?","Overall, how effectively does this school connect with the community?",t-ceng-q4,,,,#N/A,,,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Admin Data,Benchmark is the statewide average 9th grade passing rate in the 21-22 school year,TRUE,TRUE,9th grade passing rate,Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),Percent students who fail 1 core course (HS only),a-ovpe-i1,,X,,#N/A,75.8,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),Percent students who fail 2 core courses (HS only),a-ovpe-i2,,X,,#N/A,1,percentage,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,"Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how academically able are your students?","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
","Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.813333333,2.823333333,3.323333333,3.333333333,3.823333333,3.833333333,4.5,4.51,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.68,2.69,3.19,3.2,3.69,3.7,4.4,4.41,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,,,,,,,,,,n/a,,,,#N/A,n/a,n/a,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.4175,2.4275,2.9275,2.9375,3.4275,3.4375,4.3,4.31,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.605,2.615,3.115,3.125,3.615,3.625,4.3,4.31,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,"If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?","If student work from your classes was compared with work from ""average"" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?",t-sach-q2,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Overall Performance,Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.,4A-i,2.33,2.34,2.84,2.85,3.34,3.35,4.6,4.61,Teachers,,TRUE,TRUE,"If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?","If an observer sat in on one of your classes for a week, how would she or he rate your students?",t-sach-q3,,,,#N/A,,,2.48,2.49,2.99,3,3.49,3.5,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Performance,4A,Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. ,2.68,2.69,3.19,3.2,3.69,3.7,4.5,4.51,Performance Growth,Includes an asessment of student progression towards key learning goals. ,4A-ii,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51,No source,,FALSE,FALSE,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,Performance Growth,n/a,,,,#N/A,,n/a,2.98,2.99,3.49,3.5,3.99,4,4.5,4.51
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,How excited are you about going to this class?,s-sten-q1,,,,Q27,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,"Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?","Overall, how interested are you in this class?",s-sten-q2,,,X,Q28,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Engagement In School,"Draws on anonymous student reports about their level of focus, participation, and interest in class.",4B-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Students,,TRUE,TRUE,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you get so focused on class activities that you lose track of time?,How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE),s-sten-q3,,,,Q29,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),4-year on-time graduation rate (HS only),a-degr-i1,,X,,#N/A,80,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,Percent students retained in a grade,a-degr-i2,X,,,#N/A,2,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Student Commitment To Learning,4B,Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion. ,2.33,2.34,2.84,2.85,3.34,3.35,4.25,4.26,Degree Completion,Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.,4B-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"MA DESE, 2019-20",TRUE,TRUE,5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),5-year graduation rate (HS only),a-degr-i3,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,How often do students at your school come up with their own interpretations of material?,t-psol-q1,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,How often do students apply ideas they have learned to new situations?,t-psol-q2,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Emphasis,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-i,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Teachers,,TRUE,TRUE,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems either online or in person?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,How often do students collaborate in class to solve complex problems?,t-psol-q3,,,,#N/A,,,2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",Critical Thinking,4C,Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis. ,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Problem Solving Skills,Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.,4C-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,No source,,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.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,College & Career Placement,Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.,4D-i,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,"NCES, 2016",TRUE,TRUE,Placement in college or career (HS only) ,College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),College enrollment rate (HS only),a-cgpr-i1,,X,,#N/A,65.6,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,Constructed by MCIEA staff,TRUE,FALSE,,Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),Percent positive work placement (HS only),a-cppm-i1,,X,,#N/A,85,percentage,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Academic Learning,4,"Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.","Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.",College & Career Readiness,4D,Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.,2.18,2.19,2.69,2.7,3.19,3.2,4.4,4.41,Career Preparation,Tracks student access to career technical education courses.,4D-ii,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Admin Data,,TRUE,TRUE,Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),Student to career-technical education courses (HS only),a-cppm-i2,X,X,,#N/A,5,ratio,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,How often do you try to think of more than one explanation for why someone else acted as they did?,s-sper-q1,,,,Q59,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?","Overall, how often do you try to understand the point of view of other people?",s-sper-q2,,,,Q60,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,How often do you try to figure out what motivates others to behave as they do?,s-sper-q3,,,,Q61,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Appreciation For Diversity,Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.,5A-i,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?","In general, how often do you try to understand how other people see things?",s-sper-q4,,,X,Q62,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,"How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?","How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?",s-civp-q1,,,,Q30,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,How important is it to you to get involved in improving your community?,s-civp-q2,,,,Q31,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,How important is it to you to actively challenge inequalities in society?,s-civp-q3,,,,Q32,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Civic Engagement,5A,Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation. ,2.255,2.265,2.765,2.775,3.265,3.275,4.5,4.51,Civic Participation,Draws on anonymous student reports about their commitment to social awareness and community improvement.,5A-ii,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Students,,TRUE,TRUE,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,How important is it to you to take action when something in society needs changing?,s-civp-q4,,,X,Q33,,,2.48,2.49,2.99,3,3.49,3.5,4.4,4.41
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?","If you face a problem while working towards an important goal, how well can you keep working?",s-grit-q1,,,X,Q63,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,How important is it to you to finish things you start?,s-grit-q2,,,,Q64,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?","How confident are you that you can remain focused on what you are doing, even when there are distractions?",s-grit-q3,,,,Q65,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Perseverance & Determination,"Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.",5B-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?","If you fail to reach an important goal, how likely are you to try again?",s-grit-q4,,,,Q66,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,How much do you think you can change your own intelligence?,Not in the 16-17 Surveys,s-grmi-q1,,,,Q34,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,How much do you think that being bad at math is something someone can change?,Not in the 16-17 Surveys,s-grmi-q2,,,X,Q35,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,How much do you think that struggling as a writer is something someone can change?,Not in the 16-17 Surveys,s-grmi-q3,,,,Q127,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Work Ethic,5B,"Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.",2.38,2.39,2.89,2.9,3.39,3.4,4.4,4.41,Growth Mindset,Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.,5B-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that intelligence is something that can be changed?,How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE),How much do you think that needing to try really hard in a subject at school means you can‚Äôt be good at it? (NOT USED IN THE SCORE),Not in the 16-17 Surveys,s-grmi-q4,,,,Q36,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.58,2.59,3.09,3.1,3.59,3.6,4.4,4.41,Admin Data,,TRUE,TRUE,Percent of students enrolled in at least 1 arts course,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,Hours of arts instruction per student per week,a-picp-i1,,,,#N/A,77.5 (statewide average in the 22-23 school year),number,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.58,2.59,3.09,3.1,3.59,3.6,4.4,4.41,Students,,TRUE,TRUE,"In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?","In a typical week, how much time do you spend in creative arts instruction or activities?",s-expa-q1,,,X,Q68,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.58,2.59,3.09,3.1,3.59,3.6,4.4,4.41,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?",t-expa-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Participation In Creative & Performing Arts,Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week. ,5C-i,2.58,2.59,3.09,3.1,3.59,3.6,4.4,4.41,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?","In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?",t-expa-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","How interested are you in visual art—street murals, museum paintings, sculptures, etc.?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?","If your friends or family wanted to go to an art museum, how interested would you be in going?",s-appa-q1,,,X,Q37,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your friends or family wanted to go to hear people play music, how interested would you be in going?","If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)",s-appa-q2,,,,Q38,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Creative & Performing Arts,5C,Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.,2.98,2.99,3.49,3.5,3.99,4,4.4,4.41,Valuing Creative & Performing Arts,Draws on anonymous student reports about their interest in creative or performing arts.,5C-ii,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","How interested are you in performance art—danceperformances, plays in the park, going to the theater, etc.?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?","If your friends or family wanted to go to a play, how interested would you be in going?",s-appa-q3,,,,Q39,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?","On a typical day in school, how stressed do you feel about your schoolwork?",How much does your school work make you feel stressed?,Not in the 16-17 Surveys,s-acst-q1,X,,,Q135,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how much do you worry about doing well?","When you take a test, how nervous do you feel about doing well?",Not in the 16-17 Surveys,s-acst-q2,X,,X,Q136,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?","Typically, how anxious do you feel about your grades?",How much do you think that your grades and test scores will determine your future?,How much do you think that your grades and test scores will determine your future?,Not in the 16-17 Surveys,s-acst-q3,X,,,Q137,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?","On a regular day at school, how often do you feel relaxed?",s-poaf-q1,,,,Q69,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,How often are you enthusiastic at school?,s-poaf-q2,,,,Q70,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?","On a normal day in school, how confident do you feel?",s-poaf-q3,,,X,Q71,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Social & Emotional Health,Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning. ,5D-i,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31,Students,,TRUE,TRUE,"On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?","On a normal day in school, how much are you able to concentrate?",s-poaf-q4,,,,Q72,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.355,2.365,2.865,2.875,3.365,3.375,4.35,4.36,Admin Data,Constructed by MCIEA staff,TRUE,TRUE,Medical staff to student ratio (schoolwide),Medical staff to student ratio ,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,Medical staff to student ratio,a-phya-i1,X,,,#N/A,750,ratio,2.98,2.99,3.49,3.5,3.99,4,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.355,2.365,2.865,2.875,3.365,3.375,4.35,4.36,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?",t-phya-q2,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
Community & Wellbeing,5,"Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.","Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.",Health,5D,"Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.",2.48,2.49,2.99,3,3.49,3.5,4.4,4.41,Physical Health,Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio. ,5D-ii,2.355,2.365,2.865,2.875,3.365,3.375,4.35,4.36,Teachers,,TRUE,TRUE,"In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?","In a typical week at your school, what is the maximum amount of time a student could spend engaged in physical activity?",t-phya-q3,,,,#N/A,,,2.23,2.24,2.74,2.75,3.24,3.25,4.3,4.31
1
Category
Category ID
Category Description
Category Short Description
Subcategory
Subcategory ID
Subcategory Description
Subcategory Warning High
Subcategory Watch Low
Subcategory Watch High
Subcategory Growth Low
Subcategory Growth High
Subcategory Approval Low
Subcategory Approval High
Subcategory Ideal Low
Measures
Measure Description
Measure ID
Measure Warning High
Measure Watch Low
Measure Watch High
Measure Growth Low
Measure Growth High
Measure Approval Low
Measure Approval High
Measure Ideal Low
Source
Source Notes
Show items in accordion?
Active admin & survey items
Question/item (22-23)
Question/item (21-22)
Question/item (20-21)
Original Item (19-20 surveys)
Original Item (18-19 surveys)
Original Item (17-18 surveys)
Original Item (16-17 surveys)
Survey Item ID
Reverse Scored
HS only admin item?
On Short Form?
Qualtrics ID
Admin Data Benchmark (Absolute)
Admin Data Unit (Absolute)
Item Warning High
Item Watch Low
Item Watch High
Item Growth Low
Item Growth High
Item Approval Low
Item Approval High
Item Ideal Low
58
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
How often do students at this school help each other learn?
t-psup-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
59
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
How well do students at this school get along with each other?
t-psup-q3
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
60
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Teachers
TRUE
TRUE
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
At this school, how respectful are students to each other?
t-psup-q4
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
61
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
I am happy when I am at school.
s-sbel-es1
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
62
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
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
63
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
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
64
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
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
65
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
I have friends at recess.
s-sbel-es3
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
66
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
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
67
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
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
68
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
Grownups treat students with respect.
s-sbel-es6
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
69
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
Students treat each other with respect.
s-sbel-es7
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
70
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
There are grownups at my school who care about me.
s-sbel-es8
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
71
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student Sense of Belonging
Draws on anonymous student reports about the degree to which they feel understood, supported, and accepted by students and adults at the school.
2B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
FALSE
TRUE
My teacher gives me help when I need it.
s-sbel-es9
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
72
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
When your teacher asks how you are doing, how often do you feel that he/she is really interested in your answer?
s-tint-q1
X
Q17
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
73
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class?
How interested in your teacher in what you do outside of class? (Not asked 18-19 BPS Student Survey)
How interested is your teacher in what you do outside of class?
How interested is your teacher in what you do outside of class?
s-tint-q2
Q18
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
74
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
If you walked into class upset, how concerned would your teacher be?
s-tint-q3
Q19
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
75
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
If you came back to visit class three years from now, how excited would your teacher be to see you?
s-tint-q4
Q20
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
76
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Relationships
2B
Seeks to determine the degree to which school climate includes supportive student relationships. It includes measures of student sense of belonging and student-teacher relationships.
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Student-Teacher Relationships
Draws on anonymous student reports about the degree to which they feel respected and cared for by their teachers.
2B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
Students
TRUE
TRUE
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
If you had something on your mind, how carefully would your teacher listen to you?
s-tint-q5
Q21
2.23
2.24
2.74
2.75
3.24
3.25
4.5
4.51
77
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Admin Data
MA DESE, 2019-20
TRUE
TRUE
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
Chronic absence rate
a-vale-i1
X
#N/A
10
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
78
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
Average daily attendance
a-vale-i2
#N/A
90
number
2.98
2.99
3.49
3.5
3.99
4
4.8
4.81
79
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUE
TRUE
Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
Overall, how important is school to you?
s-vale-q1
Q50
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
80
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUE
TRUE
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
How curious are you to learn more about things you talked about in school?
s-vale-q2
Q53
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
81
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUE
TRUE
How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
How much do you enjoy learning in school?
s-vale-q3
X
Q54
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
82
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Valuing of Learning
Draws on anonymous student reports about how important school is to them and how much they view themselves as learners. It also includes attendance rates.
2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUE
TRUE
How much do you see yourself as a learner?
How much do you see yourself as a learner?
How much do you see yourself as a learner?
How much do you see yourself as a learner?
How much do you see yourself as a learner?
How much do you see yourself as a learner?
How much do you see yourself as a learner?
s-vale-q4
Q55
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
83
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUEFALSE
TRUE
How much does your teacher encourage you to do your best?School is important to me.
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-q1s-vale-es1
X
Q22
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
84
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUEFALSE
TRUE
When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?School is important to my family.
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-q2s-vale-es2
Q23
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
85
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUEFALSE
TRUE
How often does your teacher ask you to explain your answers?I enjoy learning new things at school.
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-q3s-vale-es3
Q24
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
86
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
Students
TRUEFALSE
TRUE
How often does your teacher take time to make sure you understand the material?I am a reader.
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-q4s-vale-es4
Q26
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
87
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
TeachersStudents
TRUEFALSE
TRUE
How well does your school foster academic challenge for all students?I am a mathematician.
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-q1s-vale-es5
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
88
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
TeachersStudents
TRUEFALSE
TRUE
How effectively does your school challenge students who are struggling academically?I am a scientist.
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-q2s-vale-es6
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
89
School Culture
2
Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the degree to which the school environment is safe, caring, and academically-oriented.
Academic Orientation
2C
Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.682.23
2.692.24
3.192.74
3.22.75
3.693.24
3.73.25
4.5
4.51
Academic ChallengeValuing 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.
2C-ii2C-i
2.682.734545455
2.692.744545455
3.193.244545455
3.23.254545455
3.693.744545455
3.73.754545455
4.54.554545455
4.514.564545455
TeachersStudents
TRUEFALSE
TRUE
How effectively does your school challenge students who are thriving academically?I am a good citizen.
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-q3s-vale-es7
#N/A
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
90
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsValuing of Learning
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-i2C-i
2.6552.734545455
2.6652.744545455
3.1653.244545455
3.1753.254545455
3.6653.744545455
3.6753.754545455
4.5254.554545455
4.5354.564545455
Admin DataStudents
Constructed by MCIEA staff
TRUEFALSE
TRUE
Average class sizeI wonder about things, am curious, and want to learn more.
Average class size
Average class size
Average class size
Average class size
Average class size
Average class size
a-reso-i1s-vale-es8
X
#N/A
20
number
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.84.5
4.814.51
91
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsAcademic Challenge
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-i2C-ii
2.6552.68
2.6652.69
3.1653.19
3.1753.2
3.6653.69
3.6753.7
4.5254.5
4.5354.51
TeachersStudents
TRUE
TRUE
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
How adequate is your access to the materials you need to effectively teach?How much does your teacher encourage you to do your best?
t-reso-q1s-acpr-q1
X
#N/AQ22
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
92
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsAcademic Challenge
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-i2C-ii
2.6552.68
2.6652.69
3.1653.19
3.1753.2
3.6653.69
3.6753.7
4.5254.5
4.5354.51
TeachersStudents
TRUE
TRUE
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
How adequate is your access to the technology you need to effectively teach?When you feel like giving up on a difficult task, how likely is it that your teacher will help you keep trying?
t-reso-q2s-acpr-q2
#N/AQ23
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
93
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsAcademic Challenge
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-i2C-ii
2.6552.68
2.6652.69
3.1653.19
3.1753.2
3.6653.69
3.6753.7
4.5254.5
4.5354.51
TeachersStudents
TRUE
TRUE
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
How adequate is the support you receive for using technology?How often does your teacher ask you to explain your answers?
t-reso-q3s-acpr-q3
#N/AQ24
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
94
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsAcademic Challenge
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-i2C-ii
2.6552.68
2.6652.69
3.1653.19
3.1753.2
3.6653.69
3.6753.7
4.5254.5
4.5354.51
TeachersStudents
TRUE
TRUE
How sufficient is the physical space for in-school activities during the pandemic?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for in-school activities during the pandemic?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for in-school activities during the pandemic?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for in-school activities during the pandemic?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for school activities?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for school activities?How often does your teacher take time to make sure you understand the material?
How sufficient is the physical space for school activities?How often does your teacher take time to make sure you understand the material?
t-reso-q4s-acpr-q4
#N/AQ26
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
95
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Physical Space & MaterialsAcademic Challenge
Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-i2C-ii
2.6552.68
2.6652.69
3.1653.19
3.1753.2
3.6653.69
3.6753.7
4.5254.5
4.5354.51
Teachers
TRUE
TRUE
How well-maintained are school facilities during the pandemic?How well does your school foster academic challenge for all students?
How well-maintained are school facilities during the pandemic?How well does your school foster academic challenge for all students?
How well-maintained are school facilities during the pandemic?How well does your school foster academic challenge for all students?
How well-maintained are school facilities during the pandemic?How well does your school foster academic challenge for all students?
How well-maintained are school facilities?How well does your school foster academic challenge for all students?
How well-maintained are school facilities?How well does your school foster academic challenge for all students?
How well-maintained are school facilities?Not in the 16-17 Surveys
t-reso-q5t-acch-q1
#N/A
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
96
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Admin DataTeachers
American School Counselor Association (2005)
TRUE
TRUE
Student to guidance counselor ratio (HS only)How effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioHow effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioHow effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioHow effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioHow effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioHow effectively does your school challenge students who are struggling academically?
Student to guidance counselor ratioNot in the 16-17 Surveys
a-sust-i1t-acch-q2
X
#N/A
250
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
97
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous student reports about the degree to which teachers encourage students to do their best, work hard, and understand new concepts.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Admin DataTeachers
American School Counselor Association (2005)
TRUE
TRUE
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioHow effectively does your school challenge students who are thriving academically?
Student to mental health counselor ratioNot in the 16-17 Surveys
a-sust-i2t-acch-q3
X
#N/A
250
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
98
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Admin DataStudents
NCES, 2007-08
TRUEFALSE
TRUE
Student to instructional support staff ratioMy teachers encourage me to do my best.
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-i3s-acpr-es1
X
#N/A
43.4
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
99
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Admin DataStudents
Constructed by MCIEA staff
TRUEFALSE
TRUE
Student to art teacher ratioMy teachers ask me to explain my thinking.
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-i4s-acpr-es2
X
#N/A
500
ratio
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.94.5
4.914.51
100
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Students
TRUEFALSE
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?My teachers keep helping me until I understand.
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-q1s-acpr-es3
X
Q56
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
101
ResourcesSchool Culture
32
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.Measures the degree to which the school environment is safe, caring, and academically-oriented. It considers factors like bullying, student-teacher relationships, and student valuing of learning.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.Measures the degree to which the school environment is safe, caring, and academically-oriented.
Facilities & PersonnelAcademic Orientation
3A2C
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.Seeks to determine the degree to which student academic experiences are challenging and meaningful to them. It includes measures of valuing of learning and academic challenge.
2.7091666672.23
2.7191666672.24
3.2191666672.74
3.2291666672.75
3.7191666673.24
3.7291666673.25
4.6041666674.5
4.6141666674.51
Content Specialists & Support StaffAcademic Challenge
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3A-ii2C-ii
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Students
TRUEFALSE
TRUE
When you need help learning something, is there an adult at school other than your teacher who can work with you?I get help whenever I feel like I can't do it.
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-q2s-acpr-es4
Q57
2.332.68
2.342.69
2.843.19
2.853.2
3.343.69
3.353.7
4.254.5
4.264.51
102
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.7091666672.734545455
2.7191666672.744545455
3.2191666673.244545455
3.2291666673.254545455
3.7191666673.744545455
3.7291666673.754545455
4.6041666674.554545455
4.6141666674.564545455
Content Specialists & Support StaffPhysical Space & Materials
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-ii3A-i
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
TeachersAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
Overall, how effective is the support students receive from non-teaching staff?Average class size
t-sust-q1a-reso-i1
X
#N/A
20
number
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.254.8
4.264.81
103
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.7091666672.734545455
2.7191666672.744545455
3.2191666673.244545455
3.2291666673.254545455
3.7191666673.744545455
3.7291666673.754545455
4.6041666674.554545455
4.6141666674.564545455
Content Specialists & Support StaffPhysical Space & Materials
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-ii3A-i
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Teachers
TRUE
TRUE
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
How adequate is the number of non-teaching support staff?How adequate is your access to the materials you need to effectively teach?
t-sust-q2t-reso-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
104
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.7091666672.734545455
2.7191666672.744545455
3.2191666673.244545455
3.2291666673.254545455
3.7191666673.744545455
3.7291666673.754545455
4.6041666674.554545455
4.6141666674.564545455
Content Specialists & Support StaffPhysical Space & Materials
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-ii3A-i
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Teachers
TRUE
TRUE
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available either online or in person for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
How often are non-teaching support staff available for students with non-academic issues?How adequate is your access to the technology you need to effectively teach?
t-sust-q3t-reso-q2
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
105
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Facilities & Personnel
3A
Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.7091666672.734545455
2.7191666672.744545455
3.2191666673.244545455
3.2291666673.254545455
3.7191666673.744545455
3.7291666673.754545455
4.6041666674.554545455
4.6141666674.564545455
Content Specialists & Support StaffPhysical Space & Materials
Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3A-ii3A-i
2.7633333332.68
2.7733333332.69
3.2733333333.19
3.2833333333.2
3.7733333333.69
3.7833333333.7
4.6833333334.5
4.6933333334.51
Teachers
TRUE
TRUE
How often are non-teaching support staff available either online or in person for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available either online or in person for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available for students who are struggling academically?How adequate is the support you receive for using technology?
How often are non-teaching support staff available for students who are struggling academically?How adequate is the support you receive for using technology?
t-sust-q4t-reso-q3
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.25
4.26
106
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyPhysical Space & Materials
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3B-i3A-i
2.8871428572.68
2.8971428572.69
3.3971428573.19
3.4071428573.2
3.8971428573.69
3.9071428573.7
4.64.5
4.614.51
Admin DataTeachers
Constructed by MCIEA staff
TRUE
TRUE
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for in-school activities during the pandemic?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for in-school activities during the pandemic?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for in-school activities during the pandemic?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for in-school activities during the pandemic?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for school activities?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for school activities?
Percent graduates completing MassCORE (HS only)How sufficient is the physical space for school activities?
a-curv-i1t-reso-q4
X
#N/A
90
percentage
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.64.25
4.614.26
107
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyPhysical Space & Materials
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous teacher reports about their access to high-quality materials and facilities. It also includes administrative data on class size.
3B-i3A-i
2.8871428572.68
2.8971428572.69
3.3971428573.19
3.4071428573.2
3.8971428573.69
3.9071428573.7
4.64.5
4.614.51
Admin DataTeachers
Constructed by MCIEA staff
TRUE
TRUE
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities during the pandemic?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities during the pandemic?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities during the pandemic?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities during the pandemic?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities?
Percent juniors and seniors enrolled in one AP (HS only)How well-maintained are school facilities?
a-curv-i2t-reso-q5
X
#N/A
30
percentage
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.64.25
4.614.26
108
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
Admin Data
Constructed by MCIEA staffAmerican School Counselor Association (2005)
TRUE
TRUE
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio (HS only)
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
Percent AP test takers scoring 3 or higher (HS only)Student to guidance counselor ratio
a-curv-i3a-sust-i1
X
X
#N/A
20250
percentageratio
2.98
2.99
3.49
3.5
3.99
4
4.64.9
4.614.91
109
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
Admin Data
NCES, 2009American School Counselor Association (2005)
TRUE
TRUE
Percent students of color completing advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
Percent students of color enrolled in advanced coursework (HS only)Student to mental health counselor ratio
a-curv-i4a-sust-i2
X
X
#N/A
36.4250
percentageratio
2.98
2.99
3.49
3.5
3.99
4
4.64.9
4.614.91
110
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
Admin Data
NCES, 2007-08
TRUE
TRUE
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
Student to number of courses ratio (HS only)Student to instructional support staff ratio
a-curv-i5a-sust-i3
X
X
#N/A
543.4
ratio
2.98
2.99
3.49
3.5
3.99
4
4.64.9
4.614.91
111
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
Student to number of electives ratio (completely free choice) (HS only)Student to art teacher ratio
a-curv-i6a-sust-i4
X
X
#N/A
2500
ratio
2.98
2.99
3.49
3.5
3.99
4
4.64.9
4.614.91
112
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
TeachersStudents
TRUE
TRUE
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
Overall, how rigorous is the curriculum that you are expected to teach?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?
t-curv-q1s-sust-q1
X
#N/AQ56
2.33
2.34
2.84
2.85
3.34
3.35
4.64.25
4.614.26
113
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
TeachersStudents
TRUE
TRUE
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
How coherent is the curriculum that you are expected to teach?When you need help learning something, is there an adult at school other than your teacher who can work with you?
t-curv-q2s-sust-q2
#N/AQ57
2.33
2.34
2.84
2.85
3.34
3.35
4.64.25
4.614.26
114
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
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?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?Overall, how effective is the support students receive from non-teaching staff?
t-curv-q3t-sust-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.64.25
4.614.26
115
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Curricular Strength & VarietyContent Specialists & Support Staff
Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-i3A-ii
2.8871428572.33
2.8971428572.34
3.3971428572.84
3.4071428572.85
3.8971428573.34
3.9071428573.35
4.64.25
4.614.26
Teachers
TRUE
TRUE
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
How well-rounded is the curriculum that you and your colleagues teach?How adequate is the number of non-teaching support staff?
t-curv-q4t-sust-q2
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.64.25
4.614.26
116
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Cultural ResponsivenessContent Specialists & Support Staff
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-ii3A-ii
2.5466666672.33
2.5566666672.34
3.0566666672.84
3.0666666672.85
3.5566666673.34
3.5666666673.35
4.64.25
4.614.26
Admin DataTeachers
MA DESE, 2019-20, state average
TRUE
TRUE
Teacher-student parity index: teachers of color/ students of colorHow often are non-teaching support staff available either online or in person for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available either online or in person for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available either online or in person for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available either online or in person for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available for students with non-academic issues?
Teacher-student parity index: % teachers of color/% students of colorHow often are non-teaching support staff available for students with non-academic issues?
a-cure-i1t-sust-q3
#N/A
0.26
ratio
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.64.25
4.614.26
117
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning ResourcesFacilities & Personnel
3B3A
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.Seeks to determine the sufficiency of a school's staffing and facilities. It includes measures of physical space & materials and content specialists & support staff.
2.8046031752.734545455
2.8146031752.744545455
3.3146031753.244545455
3.3246031753.254545455
3.8146031753.744545455
3.8246031753.754545455
4.64.554545455
4.614.564545455
Cultural ResponsivenessContent Specialists & Support Staff
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous student and teacher reports about the degree to which content specialists and support staff are available to help students with academic and non-academic needs. It also includes student-to-art-teacher, student-to-counselor, and student-to-specialist ratios.
3B-ii3A-ii
2.5466666672.33
2.5566666672.34
3.0566666672.84
3.0666666672.85
3.5566666673.34
3.5666666673.35
4.64.25
4.614.26
StudentsTeachers
TRUE
TRUE
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available either online or in person for students who are struggling academically?
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available either online or in person for students who are struggling academically?
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available either online or in person for students who are struggling academically?
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available either online or in person for students who are struggling academically?
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available for students who are struggling academically?
In your classes, how often do you see people like you represented in what you study?How often are non-teaching support staff available for students who are struggling academically?
Not in the 16-17 SurveysHow often are non-teaching support staff available for students who are struggling academically?
s-cure-q1t-sust-q4
Q129#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.64.25
4.614.26
118
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
In your classes, how often do you see many different kinds of people represented in what you study?Percent graduates completing MassCORE (HS only)
Not in the 16-17 SurveysPercent graduates completing MassCORE (HS only)
s-cure-q2a-curv-i1
X
Q130#N/A
90
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
119
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
How valued do you think all students' home cultures and languages are in the school curriculum?Percent juniors and seniors enrolled in one AP (HS only)
Not in the 16-17 SurveysPercent juniors and seniors enrolled in one AP (HS only)
s-cure-q3a-curv-i2
X
Q131#N/A
30
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
120
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
StudentsAdmin Data
Constructed by MCIEA staff
TRUE
TRUE
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
How valued do you think your home culture and language are in the school curriculum?Percent AP test takers scoring 3 or higher (HS only)
Not in the 16-17 SurveysPercent AP test takers scoring 3 or higher (HS only)
s-cure-q4a-curv-i3
X
X
Q132#N/A
20
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
121
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
TeachersAdmin Data
NCES, 2009
TRUE
TRUE
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color completing advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
How able are you to integrate material from different cultures into your instruction either online or in person?'Percent students of color enrolled in advanced coursework (HS only)
t-cure-q1a-curv-i4
X
#N/A
36.4
percentage
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
122
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
TeachersAdmin Data
TRUE
TRUE
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
How often do you integrate culturally diverse content into your teaching?Student to number of courses ratio (HS only)
t-cure-q2a-curv-i5
X
X
#N/A
5
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
123
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
TeachersAdmin Data
TRUE
TRUE
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
How often do you use teaching strategies to facilitate learning among culturally diverse students?Student to number of electives ratio (completely free choice) (HS only)
t-cure-q3a-curv-i6
X
X
#N/A
2
ratio
2.332.98
2.342.99
2.843.49
2.853.5
3.343.99
3.354
4.6
4.61
124
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8046031752.563333333
2.8146031752.573333333
3.3146031753.073333333
3.3246031753.083333333
3.8146031753.573333333
3.8246031753.583333333
4.64.416666667
4.614.426666667
Cultural ResponsivenessCurricular Strength & Variety
Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.Draws on anonymous teacher reports on the 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-ii3B-i
2.5466666672.68
2.5566666672.69
3.0566666673.19
3.0666666673.2
3.5566666673.69
3.5666666673.7
4.64.5
4.614.51
Teachers
TRUE
TRUE
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
How motivated are you to integrate culturally diverse content in your classroom?Overall, how rigorous is the curriculum that you are expected to teach?
t-cure-q4t-curv-q1
#N/A
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
125
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Learning Resources
3B
Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).Draws on anonymous teacher reports on the 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-iii3B-i
2.982.68
2.992.69
3.493.19
3.53.2
3.993.69
43.7
4.64.5
4.614.51
Admin DataTeachers
Census
TRUE
TRUE
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
Student to co-curricular activities ratio (HS only)How coherent is the curriculum that you are expected to teach?
a-cocu-i1t-curv-q2
X
X
#N/A
57
ratio
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.6
4.61
126
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3C-i3B-i
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
TRUE
TRUE
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
How often do you connect with parents at your school?If one of your students transferred to another district with a challenging assortment of courses, how well prepared would he or she be?
t-peng-q1t-curv-q3
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
127
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous teacher reports on the strength and variety of the school curriculum. It also includes the percentage of students completing the recommended state core curriculum, the ratio of students to total classes, the ratio of students to elective classes, and the percentage of students participating in Advanced Placement courses in high school.
3C-i3B-i
2.182.68
2.192.69
2.693.19
2.73.2
3.193.69
3.23.7
4.44.5
4.414.51
Teachers
TRUE
TRUE
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
How involved have parents been in fundraising efforts at your school?How well-rounded is the curriculum that you and your colleagues teach?
t-peng-q2t-curv-q4
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
128
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-i3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
TeachersAdmin Data
MA DESE, 2019-20, state average
TRUE
TRUE
How involved have parents been with parent groups at your school?Teacher-student parity index: teachers of color/ students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
How involved have parents been with parent groups at your school?Teacher-student parity index: % teachers of color/% students of color
t-peng-q3a-cure-i1
#N/A
0.26
ratio
2.182.98
2.192.99
2.693.49
2.73.5
3.193.99
3.24
4.44.6
4.414.61
129
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
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.
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-i3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
TeachersStudents
TRUE
TRUE
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?In your classes, how often do you see people like you represented in what you study?
How often does the average parent help out at your school?Not in the 16-17 Surveys
t-peng-q4s-cure-q1
#N/AQ129
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
130
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.182.563333333
2.192.573333333
2.693.073333333
2.73.083333333
3.193.573333333
3.23.583333333
4.44.416666667
4.414.426666667
Community Involvement & External PartnersCultural Responsiveness
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-ii3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
TeachersStudents
TRUE
TRUE
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?In your classes, how often do you see many different kinds of people represented in what you study?
How effectively does this school connect with immigrant families, providing translation when necessary?Not in the 16-17 Surveys
t-ceng-q1s-cure-q2
#N/AQ130
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
131
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.182.563333333
2.192.573333333
2.693.073333333
2.73.083333333
3.193.573333333
3.23.583333333
4.44.416666667
4.414.426666667
Community Involvement & External PartnersCultural Responsiveness
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-ii3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
TeachersStudents
TRUE
TRUE
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?How valued do you think all students' home cultures and languages are in the school curriculum?
How effectively does this school respond to the needs and values of the surrounding community?Not in the 16-17 Surveys
t-ceng-q2s-cure-q3
#N/AQ131
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
132
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.182.563333333
2.192.573333333
2.693.073333333
2.73.083333333
3.193.573333333
3.23.583333333
4.44.416666667
4.414.426666667
Community Involvement & External PartnersCultural Responsiveness
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-ii3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
TeachersStudents
TRUE
TRUE
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?How valued do you think your home culture and language are in the school curriculum?
To what extent are all groups of parents represented in the governance of the school?Not in the 16-17 Surveys
t-ceng-q3s-cure-q4
X
#N/AQ132
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
133
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community SupportLearning Resources
3C3B
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.182.563333333
2.192.573333333
2.693.073333333
2.73.083333333
3.193.573333333
3.23.583333333
4.44.416666667
4.414.426666667
Community Involvement & External PartnersCultural Responsiveness
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community. Draws on anonymous student reports on the degree to which the curriculum adequately represents diverse cultures and perspectives. It also draws on anonymous teacher responses about the degree to which they are adequately supported and prepared to teach in a culturally responsive manner.
3C-ii3B-ii
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.25
4.414.26
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
Overall, how effectively does this school connect with the community?How able are you to integrate material from different cultures into your instruction either online or in person?'
t-ceng-q4t-cure-q1
#N/A
2.182.33
2.192.34
2.692.84
2.72.85
3.193.34
3.23.35
4.44.6
4.414.61
134
Academic LearningResources
43
Measures how much students are learning core academic content, 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.
PerformanceLearning Resources
4A3B
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8133333332.563333333
2.8233333332.573333333
3.3233333333.073333333
3.3333333333.083333333
3.8233333333.573333333
3.8333333333.583333333
4.54.416666667
4.514.426666667
Overall PerformanceCultural Responsiveness
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous student reports 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.
4A-i3B-ii
2.8133333332.33
2.8233333332.34
3.3233333332.84
3.3333333332.85
3.8233333333.34
3.8333333333.35
4.54.25
4.514.26
Admin DataTeachers
Benchmark is the statewide average 9th grade passing rate in the 21-22 school year
TRUE
TRUE
9th grade passing rateHow often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
Percent students who fail 1 core course (HS only)How often do you integrate culturally diverse content into your teaching?
a-ovpe-i1t-cure-q2
X
#N/A
75.8
percentage
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.54.6
4.514.61
135
Academic LearningResources
43
Measures how much students are learning core academic content, 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.
PerformanceLearning Resources
4A3B
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8133333332.563333333
2.8233333332.573333333
3.3233333333.073333333
3.3333333333.083333333
3.8233333333.573333333
3.8333333333.583333333
4.54.416666667
4.514.426666667
Overall PerformanceCultural Responsiveness
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Draws on anonymous student reports 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.
4A-i3B-ii
2.8133333332.33
2.8233333332.34
3.3233333332.84
3.3333333332.85
3.8233333333.34
3.8333333333.35
4.54.25
4.514.26
Admin DataTeachers
Constructed by MCIEA staff
TRUE
FALSETRUE
How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
Percent students who fail 2 core courses (HS only)How often do you use teaching strategies to facilitate learning among culturally diverse students?
a-ovpe-i2t-cure-q3
X
#N/A
1
percentage
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.54.6
4.514.61
136
Academic LearningResources
43
Measures how much students are learning core academic content, 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.
PerformanceLearning Resources
4A3B
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8133333332.563333333
2.8233333332.573333333
3.3233333333.073333333
3.3333333333.083333333
3.8233333333.573333333
3.8333333333.583333333
4.54.416666667
4.514.426666667
Performance GrowthCultural Responsiveness
Includes an asessment of student progression towards key learning goals. 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.
4A-ii3B-ii
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.54.25
4.514.26
No sourceTeachers
TRUE
FALSETRUE
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
Performance GrowthHow motivated are you to integrate culturally diverse content in your classroom?
n/at-cure-q4
#N/A
n/a
2.982.33
2.992.34
3.492.84
3.52.85
3.993.34
43.35
4.54.6
4.514.61
137
Academic LearningResources
43
Measures how much students are learning core academic content, 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.
PerformanceLearning Resources
4A3B
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers. Seeks to determine the degree to which a school's curriculum is appropriately challenging and diverse. It includes measures of curricular strength & variety, cultural responsiveness and co-curricular activities.
2.8133333332.563333333
2.8233333332.573333333
3.3233333333.073333333
3.3333333333.083333333
3.8233333333.573333333
3.8333333333.583333333
4.54.416666667
4.514.426666667
Overall PerformanceCo-Curricular Activities
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.Tracks administrative data on the number and variety of extra- and co-curricular activities offered (e.g., sports teams and clubs).
4A-i3B-iii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.54.6
4.514.61
TeachersAdmin Data
Census
TRUE
TRUE
Relative to what you know of students this age, how academically able are your students?Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how academically able are your students?Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Student to co-curricular activities ratio (HS only)
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Student to co-curricular activities ratio (HS only)
t-sach-q1a-cocu-i1
X
X
#N/A
57
ratio
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.54.6
4.514.61
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.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
How often do you connect with parents at your school?
t-peng-q1
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
139
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
How involved have parents been in fundraising efforts at your school?
t-peng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
140
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
How involved have parents been with parent groups at your school?
t-peng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
141
Resources
3
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community. It considers factors like physical spaces and materials, class size, and family-school relationships.
Measures the adequacy of a school's facility, personnel, and curriculum, as well as the degree to which it is supported by the community.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Family-School Relationships
Draws on anonymous teacher reports about their engagement with parents and leadership opportunities for parents at the school.
3C-i
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
How often does the average parent help out at your school?
t-peng-q4
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
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.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
How effectively does this school connect with immigrant families, providing translation when necessary?
t-ceng-q1
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
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.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
How effectively does this school respond to the needs and values of the surrounding community?
t-ceng-q2
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
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.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
To what extent are all groups of parents represented in the governance of the school?
t-ceng-q3
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
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.
Community Support
3C
Seeks to determine the degree to which schools have supportive relationships with the surrounding community. It includes measures of family-school relationships, community involvement & external partnerships.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Community Involvement & External Partners
Draws on anonymous teacher reports about the degree to which the school is responsive to equity issues in its community.
3C-ii
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
Teachers
TRUE
TRUE
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
Overall, how effectively does this school connect with the community?
t-ceng-q4
#N/A
2.18
2.19
2.69
2.7
3.19
3.2
4.4
4.41
146
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
Admin Data
Benchmark is the statewide average 9th grade passing rate in the 21-22 school year
TRUE
TRUE
9th grade passing rate
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
Percent students who fail 1 core course (HS only)
a-ovpe-i1
X
#N/A
75.8
percentage
2.98
2.99
3.49
3.5
3.99
4
4.5
4.51
147
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
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
148
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
Teachers
TRUE
TRUE
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how academically able are your students?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
Relative to what you know of students this age, how much effort did your students put forth in your class this year?
t-sach-q1
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
149
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.68
2.69
3.19
3.2
3.69
3.7
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
2.33
2.34
2.84
2.85
3.34
3.35
4.6
4.61
Teachers
TRUE
TRUE
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?
t-sach-q2
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
150
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.8133333332.68
2.8233333332.69
3.3233333333.19
3.3333333333.2
3.8233333333.69
3.8333333333.7
4.5
4.51
Overall Performance
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.
4A-i
2.8133333332.33
2.8233333332.34
3.3233333332.84
3.3333333332.85
3.8233333333.34
3.8333333333.35
4.54.6
4.514.61
Teachers
TRUE
TRUE
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week, how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week, how would she or he rate your students?
If student work from your classes was compared with work from "average" Massachusetts classes of the same grades/subjects, how do you think an objective observer would rate the work?If an observer sat in on one of your classes for a week, how would she or he rate your students?
t-sach-q2t-sach-q3
#N/A
2.48
2.49
2.99
3
3.49
3.5
4.5
4.51
151
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Performance
4A
Seeks to determine the degree to which students are performing as expected and on-track for graduation. It includes measures of overall performance as rated by teachers.
2.8133333332.68
2.8233333332.69
3.3233333333.19
3.3333333333.2
3.8233333333.69
3.8333333333.7
4.5
4.51
Overall PerformancePerformance Growth
Draws on anonymous teacher reports about the efforts and abilities of their students. In the future this measure will also include the results of teacher-designed curriculum-embedded performance assessments.Includes an asessment of student progression towards key learning goals.
4A-i4A-ii
2.8133333332.98
2.8233333332.99
3.3233333333.49
3.3333333333.5
3.8233333333.99
3.8333333334
4.5
4.51
TeachersNo source
TRUEFALSE
TRUEFALSE
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week (either online or in person), how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week, how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week, how would she or he rate your students?Performance Growth
If an observer sat in on one of your classes for a week, how would she or he rate your students?Performance Growth
t-sach-q3n/a
#N/A
n/a
2.482.98
2.492.99
2.993.49
33.5
3.493.99
3.54
4.5
4.51
152
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
How excited are you about going to this class?
s-sten-q1
Q27
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
153
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
Overall, how interested are you in this class?
s-sten-q2
X
Q28
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
154
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Engagement In School
Draws on anonymous student reports about their level of focus, participation, and interest in class.
4B-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Students
TRUE
TRUE
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you get so focused on class activities that you lose track of time?
How often do you take time outside of class to learn more about what you are studying in class? (NOT USED IN THE SCORE)
s-sten-q3
Q29
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
155
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
MA DESE, 2019-20
TRUE
TRUE
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
4-year on-time graduation rate (HS only)
a-degr-i1
X
#N/A
80
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
156
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
NCES, 2016
TRUE
TRUE
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
Percent students retained in a grade
a-degr-i2
X
#N/A
2
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
157
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Student Commitment To Learning
4B
Seeks to determine the degree to which students are invested in the process of learning. It includes measures of engagement in school and degree completion.
2.682.33
2.692.34
3.192.84
3.22.85
3.693.34
3.73.35
4.44.25
4.414.26
Degree Completion
Tracks the percentage of students in each school who receive a high school diploma within 4 years and 5 years of starting 9th grade.
4B-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
MA DESE, 2019-20
TRUE
TRUE
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
5-year graduation rate (HS only)
a-degr-i3
X
#N/A
85
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
158
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Problem Solving SkillsProblem 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-ii4C-i
2.982.38
2.992.39
3.492.89
3.52.9
3.993.39
43.4
4.4
4.41
No sourceTeachers
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?
n/at-psol-q1
#N/A
n/a
n/a
2.982.38
2.992.39
3.492.89
3.52.9
3.993.39
43.4
4.4
4.41
159
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
TRUE
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
How often do students at your school come up with their own interpretations of material?How often do students apply ideas they have learned to new situations?
t-psol-q1t-psol-q2
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
160
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Problem Solving Emphasis
Draws on anonymous teacher reports about how often their students have the opportunity to generate their own interpretations of material and apply knowledge to new situations.
4C-i
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
Teachers
TRUE
TRUE
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems either online or in person?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems either online or in person?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems either online or in person?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems either online or in person?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems?
How often do students apply ideas they have learned to new situations?How often do students collaborate in class to solve complex problems?
t-psol-q2t-psol-q3
#N/A
2.38
2.39
2.89
2.9
3.39
3.4
4.4
4.41
161
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
Critical Thinking
4C
Seeks to determine whether students are learning to think critically and applying that learning to their lives outside of school. It includes measures of problem solving emphasis.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Problem Solving EmphasisProblem 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-i4C-ii
2.382.98
2.392.99
2.893.49
2.93.5
3.393.99
3.44
4.4
4.41
TeachersNo source
TRUEFALSE
TRUEFALSE
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-q3n/a
#N/A
n/a
n/a
2.382.98
2.392.99
2.893.49
2.93.5
3.393.99
3.44
4.4
4.41
162
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
College & Career Placement
Tracks the percentage of students enrolling in college or beginning a career immediately after high school graduation.
4D-i
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
NCES, 2016
TRUE
TRUE
Placement in college or career (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
College enrollment rate (HS only)
a-cgpr-i1
X
#N/A
65.6
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
163
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Career Preparation
Tracks student access to career technical education courses.
4D-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
Constructed by MCIEA staff
TRUE
FALSE
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
Percent positive work placement (HS only)
a-cppm-i1
X
#N/A
85
percentage
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
164
Academic Learning
4
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories. It considers factors like engagement in school, problem solving, and college-going rates.
Measures how much students are learning core academic content, developing their own academic identities, and progressing along positive trajectories.
College & Career Readiness
4D
Seeks to determine the degree to which students are prepared for college and beyond (applicable to high schools only). It includes measures of college-going & persistence and career preparation & placement.
2.982.18
2.992.19
3.492.69
3.52.7
3.993.19
43.2
4.4
4.41
Career Preparation
Tracks student access to career technical education courses.
4D-ii
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
Admin Data
TRUE
TRUE
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
Student to career-technical education courses (HS only)
a-cppm-i2
X
X
#N/A
5
ratio
2.98
2.99
3.49
3.5
3.99
4
4.4
4.41
165
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
How often do you try to think of more than one explanation for why someone else acted as they did?
s-sper-q1
Q59
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
166
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
Overall, how often do you try to understand the point of view of other people?
s-sper-q2
Q60
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
167
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
How often do you try to figure out what motivates others to behave as they do?
s-sper-q3
Q61
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
168
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Appreciation For Diversity
Draws on anonymous student reports about their level of comfort in considering different perspectives and conflicting opinions.
5A-i
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
In general, how often do you try to understand how other people see things?
s-sper-q4
X
Q62
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
169
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
How much do you believe that being concerned with national, state, and local issues is everyone's responsibility?
s-civp-q1
Q30
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
170
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
How important is it to you to get involved in improving your community?
s-civp-q2
Q31
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
171
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
How important is it to you to actively challenge inequalities in society?
s-civp-q3
Q32
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
172
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Civic Engagement
5A
Seeks to determine the degree to which students are prepared to thoughtfully interact with others in a diverse society and work towards social equity. It includes the measures of appreciation for diversity and civic participation.
2.482.255
2.492.265
2.992.765
32.775
3.493.265
3.53.275
4.44.5
4.414.51
Civic Participation
Draws on anonymous student reports about their commitment to social awareness and community improvement.
5A-ii
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
Students
TRUE
TRUE
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
How important is it to you to take action when something in society needs changing?
s-civp-q4
X
Q33
2.48
2.49
2.99
3
3.49
3.5
4.4
4.41
173
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Perseverance & Determination
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
If you face a problem while working towards an important goal, how well can you keep working?
s-grit-q1
X
Q63
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
174
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Perseverance & Determination
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How important is it to you to finish things you start?
How important is it to you to finish things you start?
How important is it to you to finish things you start?
How important is it to you to finish things you start?
How important is it to you to finish things you start?
How important is it to you to finish things you start?
How important is it to you to finish things you start?
s-grit-q2
Q64
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
175
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Perseverance & Determination
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
How confident are you that you can remain focused on what you are doing, even when there are distractions?
s-grit-q3
Q65
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
176
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Perseverance & Determination
Draws on anonymous student reports about their ability to pursue goals, work hard in spite of challenges, and finish what they start.
5B-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
If you fail to reach an important goal, how likely are you to try again?
s-grit-q4
Q66
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
177
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Growth Mindset
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
How much do you think you can change your own intelligence?
Not in the 16-17 Surveys
s-grmi-q1
Q34
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
178
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Growth Mindset
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
How much do you think that being bad at math is something someone can change?
Not in the 16-17 Surveys
s-grmi-q2
X
Q35
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
179
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Growth Mindset
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
How much do you think that struggling as a writer is something someone can change?
Not in the 16-17 Surveys
s-grmi-q3
Q127
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
180
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Work Ethic
5B
Seeks to determine the degree to which students are willing to work hard on challenging tasks, even in light of setbacks. It includes measures of perseverance & determination and growth mindset.
2.232.38
2.242.39
2.742.89
2.752.9
3.243.39
3.253.4
4.34.4
4.314.41
Growth Mindset
Draws on anonymous student reports about the degree to which they see themselves as capable of expanding their skills and/or intelligence through hard work.
5B-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How much do you think that intelligence is something that can be changed?
How much do you think that intelligence is something that can be changed?
How much do you think that intelligence is something that can be changed?
How much do you think that intelligence is something that can be changed?
How much do you think that struggling to understand something means you're bad at it? (NOT USED IN THE SCORE)
How much do you think that needing to try really hard in a subject at school means you can’t 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
181
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
2.232.58
2.242.59
2.743.09
2.753.1
3.243.59
3.253.6
4.34.4
4.314.41
Admin Data
TRUE
TRUE
Percent of students enrolled in at least 1 arts course
Hours of arts instruction per student per week
Hours of arts instruction per student per week
Hours of arts instruction per student per week
Hours of arts instruction per student per week
Hours of arts instruction per student per week
Hours of arts instruction per student per week
a-picp-i1
#N/A
77.5 (statewide average in the 22-23 school year)
number
2.98
2.99
3.49
3.5
3.99
4
4.3
4.31
182
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
2.232.58
2.242.59
2.743.09
2.753.1
3.243.59
3.253.6
4.34.4
4.314.41
Students
TRUE
TRUE
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
In a typical week, how much time do you spend in creative arts instruction or activities?
s-expa-q1
X
Q68
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
183
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
2.232.58
2.242.59
2.743.09
2.753.1
3.243.59
3.253.6
4.34.4
4.314.41
Teachers
TRUE
TRUE
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the average amount of time a student could spend in creative arts instruction or activities?
t-expa-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
184
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Participation In Creative & Performing Arts
Draws on anonymous teacher and student reports about the frequency of student exposure to creative and performing arts. It also includes a measure of student art instruction per week.
5C-i
2.232.58
2.242.59
2.743.09
2.753.1
3.243.59
3.253.6
4.34.4
4.314.41
Teachers
TRUE
TRUE
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
In a typical week at your school, what is the maximum amount of time a student could spend in creative arts instruction or activities?
t-expa-q3
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
185
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Valuing Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.
5C-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
How interested are you in visual art—street murals, museum paintings, sculptures, etc.?
If your friends or family wanted to go to an art museum, how interested would you be in going?
If your friends or family wanted to go to an art museum, how interested would you be in going?
If your friends or family wanted to go to an art museum, how interested would you be in going?
s-appa-q1
X
Q37
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
186
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Valuing Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.
5C-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your friends or family wanted to go to hear people play music, how interested would you be in going?
If your school had an orchestra or a band, how interested would you be in learning how to play an instrument? (NOT USED IN THE SCORE)
s-appa-q2
Q38
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
187
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Creative & Performing Arts
5C
Seeks to determine the degree to which students are being nurtured as artistic and creative people. It includes measures of participation in creative & performing arts and valuing creative & performing arts.
2.232.98
2.242.99
2.743.49
2.753.5
3.243.99
3.254
4.34.4
4.314.41
Valuing Creative & Performing Arts
Draws on anonymous student reports about their interest in creative or performing arts.
5C-ii
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
How interested are you in performance art—dance performances, plays in the park, going to the theater, etc.?
If your friends or family wanted to go to a play, how interested would you be in going?
If your friends or family wanted to go to a play, how interested would you be in going?
If your friends or family wanted to go to a play, how interested would you be in going?
s-appa-q3
Q39
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
188
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
On a typical day in school, how stressed do you feel about your schoolwork?
How much does your school work make you feel stressed?
Not in the 16-17 Surveys
s-acst-q1
X
Q135
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
189
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
When you take a test, how much do you worry about doing well?
When you take a test, how much do you worry about doing well?
When you take a test, how much do you worry about doing well?
When you take a test, how much do you worry about doing well?
When you take a test, how much do you worry about doing well?
When you take a test, how nervous do you feel about doing well?
Not in the 16-17 Surveys
s-acst-q2
X
X
Q136
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
190
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
Typically, how anxious do you feel about your grades?
Typically, how anxious do you feel about your grades?
Typically, how anxious do you feel about your grades?
Typically, how anxious do you feel about your grades?
How much do you think that your grades and test scores will determine your future?
How much do you think that your grades and test scores will determine your future?
Not in the 16-17 Surveys
s-acst-q3
X
Q137
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
191
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
On a regular day at school, how often do you feel relaxed?
s-poaf-q1
Q69
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
192
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
How often are you enthusiastic at school?
s-poaf-q2
Q70
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
193
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
On a normal day in school, how confident do you feel?
s-poaf-q3
X
Q71
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
194
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Social & Emotional Health
Draws on anonymous student reports about the extent to which they feel academic stress and whether that stress interferes with their concentration or enjoyment of learning.
5D-i
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
Students
TRUE
TRUE
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
On a normal day in school, how much are you able to concentrate?
s-poaf-q4
Q72
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
195
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Physical Health
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
5D-ii
2.6052.355
2.6152.365
3.1152.865
3.1252.875
3.6153.365
3.6253.375
4.34.35
4.314.36
Admin Data
Constructed by MCIEA staff
TRUE
TRUE
Medical staff to student ratio (schoolwide)
Medical staff to student ratio
Medical staff to student ratio
Medical staff to student ratio
Medical staff to student ratio
Medical staff to student ratio
Medical staff to student ratio
a-phya-i1
X
#N/A
750
ratio
2.98
2.99
3.49
3.5
3.99
4
4.3
4.31
196
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Physical Health
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
5D-ii
2.6052.355
2.6152.365
3.1152.865
3.1252.875
3.6153.365
3.6253.375
4.34.35
4.314.36
Teachers
TRUE
TRUE
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
In a typical week at your school, what is the average amount of time a student could spend engaged in physical activity?
t-phya-q2
#N/A
2.23
2.24
2.74
2.75
3.24
3.25
4.3
4.31
197
Community & Wellbeing
5
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives. It considers factors like perseverance and determination, participation in arts and literature, and social and emotional health.
Measures the development of traits relevant for students leading full and rewarding lives—in society, the workplace, and their private lives.
Health
5D
Seeks to determine the degree to which the school supports various health outcomes. It includes measures of student social, emotional, and physical health.
2.41752.48
2.42752.49
2.92752.99
2.93753
3.42753.49
3.43753.5
4.34.4
4.314.41
Physical Health
Draws on anonymous teacher reports about student access to physical education and activity. It also includes a measure of medical staff to student ratio.
5D-ii
2.6052.355
2.6152.365
3.1152.865
3.1252.875
3.6153.365
3.6253.375
4.34.35
4.314.36
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?
rebuilt
3 years ago